Exploring the Students’ Behavior Intentions to Adopt E-Learning Technology: A Survey Study Based on COVID-19 Crisis

Abstract

E-learning technology adoption has become, during the COVID-19 pandemic, an essential requirement and a new trend to manage the academic activities in the universities which follow traditional education (Face-to-Face Classroom). Because of the significant effect of coronavirus pandemic on the educational Process, this study's primary purpose is to gain an insight into the factors affecting the students' acceptance and their intentions to adopt an e-learning system in the faculty of business at Tafila university in Jordan. A total number of 257 students with different college disciplinary took part in the study by engaging via a survey distributed as a link by WhatsApp, E-mail, and Thuraya Platform. The study formulated a model based on a UTAUT of (Venkatesh et al., 2003) and suggested a new two moderating factors (study qualification level and scientific disciplinary) after drop two variables from the original model to make the model applicable in the context of a study. The data collection analyzed by smart PLS revealed that the research model constructs have positive explanatory power of the student's behavioral intention to adopt an e-learning system and improved after the moderating effect. Final result Sof this study states that the scientific discipline is a critical moderating factor that moderated the behavioral intentions to adopt e-learning technology from Tafila university students' viewpoint and accepted the new situation of academic activities with behavioral intentions to adopt e-learning.

Online Learning and COVID-19 in Higher Education: The Value of IT Models in Assessing Students’ Satisfaction

“…This corroborates with other studies of HE online learning globally [7][43] [15]. For instance, a study of HE students in Jordan found positive prospects for students' behavioral intentions to adopt online learning following the pandemic [7].…”

“…This corroborates with other studies of HE online learning globally [7][43] [15]. For instance, a study of HE students in Jordan found positive prospects for students' behavioral intentions to adopt online learning following the pandemic [7]. Another study found positive and encouraging behavioral intentions among university students towards online learning [43].…”

“…Nevertheless, challenges with online learning exist, especially in developing countries, and HEIs must now address its sustainability [77]. Challenges include teachers' lack of pedagogical content knowledge [75] and motivating students to use the necessary online learning [7].…”

“…In online learning, users' behavioral intention is multi-faceted, linked to other variables, and directly impacted by the four factors of technology acceptance in the UTAUT model: facilitating conditions, performance expectancy, social influence, and effort expectancy [47]. Studies have observed that students' behavioral intention to use online learning can be moderated by other contextual factors, such as gender and scientific discipline [7], perceived risk [15], and differences in individual beliefs [73].…”

“…Similarly, another study observed that students' behavioral intention in embracing and using online learning was significantly linked to its perceived usefulness, perceived ease of use, social factor, and quality of life [93]. On the other hand, one study did not observe a significant relationship between behavioral intention and other aspects of online learning implementation: content quality and a prior online learning experience [7].…”