Factors influencing adoption of e-learning in healthcare: integration of UTAUT and TTF model

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Zarei, Javad

doi:10.1186/s12911-022-02060-9

Cited by 11 publications

(6 citation statements)

References 20 publications

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“…Therefore, performance expectation by higher education teachers has a positive and significant impact on the ‘intention to use’ online education, which agrees with the study of Abdekhoda et al. (2016). This result implies that the user who expects an escalation in the performance level will show a higher intention to use the online teaching–learning method in higher education.…”

Section: Discussionsupporting

confidence: 90%

Determinants of using online mode of teaching: Evidence from higher educational institutions

2023

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The investigation looks at the intention of teachers in higher educational institutions towards online teaching–learning methods using the extended unified theory of acceptance and use of technology. In the aftermath of Covid‐19, the education sector was in shambles, and it was impossible to continue with the traditional offline form, which forced a sudden transition to the online mode of teaching and learning. Thus, it is immensely important to identify the various factors that determine the intention to use the online teaching method by the facilitators of higher education. The present contributions have failed to provide a complete framework towards technological adaptation in higher learning. The approach taken by the researchers is a holistic one as it considers concrete aspects not considered in the previous literature. For this purpose, responses are collected from 240 faculty members of higher education institutions using the online survey method with the help of a structured research questionnaire. The scale of the items was adopted from the existing literature and modified to fit the research objectives. After testing for the outliers and reliability, 231 samples are finally considered. The partial least square structural equation modelling method is employed to test and validate the proposed model. Results of the study show that performance expectation, self‐efficacy, social influence and facilitating conditions have a significant influence on the teachers’ intention towards the use of the online teaching–learning method, which leads to the actual use of this ICT‐based teaching–learning method. In addition, the study highlights that the age of teachers has a negative but significant influence on the intention to use, and discipline has a positive effect. Nevertheless, the institutional level has a negative and significant influence on teachers’ actual use of online teaching–learning methods. The findings can help to design strategies for teaching–learning in recent times.

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Section: Discussionsupporting

confidence: 90%

Determinants of using online mode of teaching: Evidence from higher educational institutions

2023

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“…When voluntariness is high, performance expectancy is generally the most critical factor. Performance expectancy indicators are extensive in the literature but conceptualized in a variety of ways (Abdekhoda et al, 2016;Bailey, 2016;Casdorph, 2014;Horvitz et al, 2015;Hunt et al, 2014;Lawrence & Tar, 2018;Lewis et al, 2013;Lloyd et al, 2012). Utility and productivity tend to be conceptualized as learning achievement, learning experience, and intellectual challenge.…”

Section: The Venkatesh Model and The Online Teaching Contextmentioning

confidence: 99%

“…In practical terms, facilitating conditions involve generic and customized training and tech support, so they are widely referenced in the literature. While some more rigorous studies find facilitating conditions to be significant (Hunt et al, 2014;Lloyd et al, 2012;Stickney et al, 2019), some studies have not found them to reach statistical significance in adoption situations (Abdekhoda et al, 2016;Casdorph, 2014). Unlike the other factors, facilitating conditions have little effect on the intent to teach online and a more direct influence on actual use.…”

Section: The Venkatesh Model and The Online Teaching Contextmentioning

confidence: 99%

“…To date, only four studies use versions of the well-respected Ventaketesh et al unified theory of acceptance and use of technology or UTAUT model context (Venkatesh et al, 2003;Venkatesh & Bala, 2008) in ways related to the online teaching context; however, they have some limitations. Two studies are less-than-ideal because of their relatively low explanation of variance rates, 56% and 47% (Abdekhoda et al, 2016;Casdorph, 2014). A third has a very small number of respondents, 47 (Lewis et al, 2013).…”

Section: The Venkatesh Model and The Online Teaching Contextmentioning

confidence: 99%

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Rising to the Occasion: The Importance of the Pandemic for Faculty Adoption Patterns

Zhang

Dumont²,

Sumbera³

et al. 2023

OLJ

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Technology adoption patterns, in general, have been shown to have a common set of predictive factors such as performance expectancy, social influence, voluntariness, effort expectancy, and facilitating conditions. However, the significance of such factors varies dramatically by situation and conditions. In the faculty adoption of online teaching modalities, three conditions were investigated in a university case study with 180 faculty respondents. Using the unified theory of acceptance and use of technology model, participants were asked to respond to questions about these factors prior to the pandemic, their perceptions about continuing pre-pandemic use in the future, and their perceptions about increasing pre-pandemic adoption of online teaching in the future. Critical to prior expectations were performance expectancy and level of effort. Continued use relied on all five factors, but only the negative aspects of social influence were significant. Factors affecting increased adoption (assuming voluntariness) were performance expectancy and facilitating conditions. Findings suggest that increased exposure to online teaching may not be as crucial as the quality of faculty experiences during the pandemic. The rationale for these factor shifts is provided, the effects of institutional support are discussed, the threats and limitations to generalizability are reviewed, and the ramifications for institutions trying to enhance faculty adoption are summarized.

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“…E-learning faces heavy criticism from advocates of traditional education systems. E-learning does not cover all aspects of teaching, nor does it support all the features of learning (Abdekhoda, Dehnad, Mirsaeed, & Gavgani, 2016). Furthermore, teachers and learners are unfamiliar with e-learning principles and theoretical foundations and are unwilling to use e-learning.…”

Section: Introductionmentioning

confidence: 99%

Assessing the factors that affected the development of cloud-based accounting education and students' academic performance in Oman

Tawfik

Elmaasrawy²

2022

AGJSR

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PurposeThis study aims to assesses the factors that affected the development of cloud-based accounting education (DCBAE) and students' academic performance at Oman Universities.Design/methodology/approachIn this paper a questionnaire was used to collect data for a sample of students. Partial least squares (PLS) were used to assess the hypotheses and model.FindingsResults indicate that human factors and cultural and social factors have a direct positive effect on the DCBAE and students' academic performance.Practical implicationsThis study is carried out after five semesters since the beginning of the COVID-19 pandemic. Thus, it can help universities (accounting education in particular) in the Sultanate of Oman know the factors that affect the development of accounting education and adopt policies and strategies that depend on cloud computing in education operations, even after the COVID-19 pandemic.Originality/valueThe main contribution of this study is to evaluate the factors that affected the DCBAE and the academic performance of students in the Sultanate of Oman from March 15, 2020 to June 2022, a period that witnessed the application of cloud-based education, either in whole or in part using a questionnaire about the opinions of students.

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Factors influencing adoption of e-learning in healthcare: integration of UTAUT and TTF model

Cited by 11 publications

References 20 publications

Determinants of using online mode of teaching: Evidence from higher educational institutions

Determinants of using online mode of teaching: Evidence from higher educational institutions

Rising to the Occasion: The Importance of the Pandemic for Faculty Adoption Patterns

Assessing the factors that affected the development of cloud-based accounting education and students' academic performance in Oman

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