Factors Influencing Students’ Acceptance of M-Learning in Higher Education: An Application and Extension of the UTAUT Model

Alyoussef, Ibrahim Youssef

doi:10.3390/electronics10243171

Cited by 33 publications

(36 citation statements)

References 91 publications

(149 reference statements)

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“…(2003), "User Acceptance of Information Technology: Towards a Unified View". MIS Quarterly,27, In the context of online learning, UTAUT and its extended versions have been extensively used as theoretical frameworks in different studies to explain user acceptance of online learning (Chao, 2019;Chen and Hwang, 2019;Persada et al, 2019;Aliano et.al., 2019;Alyoussef, 2021;Ahmed et al, 2022;Batucan et al, 2022;and others).…”

Section: Research Model and Hypothesis Developmentmentioning

confidence: 94%

“…All basic UTAUT factors were measured by the original items developed by the authors of the UTAUT model (Venkatesh et al, 2003). Regarding the new construct in the model in this researchperceived enjoyment, it is measured by five items, developed based on the wellestablished studies that have applied UTAUT to online learning and measured the impact of this construct on technology adoption and user behavior (Teo et al, 2011;Chen and Hwang, 2019;Persada et al, 2019;Alyoussef, 2021;Ahmed et al, 2022). Five-point Likert scale was included with level of agreement from 1-Strongly disagree, 2-Disagree, 3-Neither agree nor disagree, 4-Agree, and 5-Strongly agree.…”

Section: Datamentioning

confidence: 99%

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Understanding Students’ Online Learning Behavior Using Utaut Model – The Case of North Macedonia

belshoska¹,

Blagoeva²,

Trpkova-Nestorovska³

2022

Proceedings of the International Conference "Economic and Business Trends Shaping the Future"

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For most of the universities worldwide, online learning was one of the efforts to minimize the spread of Covid-19. However, today, almost two years after this dramatic experience in all aspects of living, working and learning/studying, as the global trend in online learning remains upward. Although some higher education institutions worldwide were shifting in the direction of online content delivery and online learning and before Covid-19, the pandemic both accelerated and forced a more universal move in this direction especially in developing countries. In the country, the online learning was implemented without planned prior preparation. Our educational system faced a state of emergency caused by the pandemic. As such, the experience and lessons learned from this forced adoption of online learning in the country is exceptionally valuable as basis for further improvement and leveraging the potential of online learning. The goal of this paper is to investigate the determinants of students’ behavior in relation to the use of online learning in higher education in the country, on the sample of the Faculty of Economics, Ss. Cyril and Methodius University in Skopje. The basis for the research model in this study is the original Unified Theory of Acceptance and Use of Technology - UTAUT model. This fundamental model examines the crucial predictors/factors of technology adoption like: performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention and usage behavior (acceptance). For the purpose of this research, the basic UTAUT model is extended by additional construct - perceived enjoyment recognized as important factor regarding young population technology adoption. Data were collected from more than 120 undergraduates during April and May 2022, while online learning was still undergoing. This research provides relevant theoretical and practical implications by elaborating that the analyzed factors are critical in students’ behavior in relation to the use of online learning in our country context.

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Section: Research Model and Hypothesis Developmentmentioning

confidence: 94%

Section: Datamentioning

confidence: 99%

Understanding Students’ Online Learning Behavior Using Utaut Model – The Case of North Macedonia

belshoska¹,

Blagoeva²,

Trpkova-Nestorovska³

2022

Proceedings of the International Conference "Economic and Business Trends Shaping the Future"

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“…The relevance and validity of this inverted class model is demonstrated by the large volume of publications during the past decade (Sola Martínez, Aznar Díaz, Romero Rodríguez & Rodríguez-García, 2018;Wang, 2019;González-Velasco, Feito-Ruiz, González-Fernández, Álvarez-Arenal & Sarmiento-Alonso, 2021;Tekin, Ilgaz, Afacan, Yıldırım & Gülbahar, 2020;Oliván-Blázquez et al, 2022;Cueva & Inga, 2022;Ishartono, Nurcahyo, Waluyo, Prayitno & Hanifah, 2022;Felgueras & Delgado, 2021;Alyoussef, 2021;Limaymanta, Apaza-Tapia, Vidal & Gregorio-Chaviano, 2021; among others).…”

Section: Introductionmentioning

confidence: 93%

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

Guevara-Otero

Díaz-Iglesias²,

Cuevas-Molano³

2023

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Purpose:The objective of this work is to investigate the effect of synchronous and asynchronous activities on the academic performance of university students. For this purpose, the academic results obtained and the involvement and motivation of the student and the teacher in the different learning methodologies involved are analyzed. Students' perception of the effectiveness of the flipped class with the face-to-face classroom and online methodologies is compared to that of the traditional learning methodology.Design/methodology: Data were collected from undergraduate students in three marketing courses and were analyzed through a quantitative descriptive, quasi-experimental and cross-sectional study. Academic performance with the different learning methodologies and the effect of synchronous and asynchronous activities on academic performance were compared using logistic regression on each course and methodology. Findings:The results showed that academic performance in synchronous and asynchronous activities was better in the flipped class, except for synchronous activities in the online flipped class. In addition, the best academic performance was obtained in the face-to-face inverted classes. The explanatory effect of asynchronous activities on academic performance was also identified. The greatest predictive capacity and the best prognosis were obtained in the online inverted classes. Students expect to obtain satisfactory results with the inverted class methodology and perceive it as effective, although they prefer a mixture of inverted classes and the traditional methodology.Originality/value: We contribute to theoretical and practical research with this new model to study the influence of the flipped learning methodology and asynchronous and synchronous activities on academic performance. We believe that these results, despite the specific and limited scope of the study, will be of great interest to the teaching community and contribute to improving the motivation and performance of students, which constitutes a main challenge in the higher education system.

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“…In addition, the relationship of peer-student interaction between themselves through using technology integration helps to improve e-learning continuous use [2][23][4] [19]. Interaction factor is important to give feedback and indicate the satisfaction level of the educational process.…”

Section: Framework Of the Studymentioning

confidence: 99%

“…Presently, large levels of interaction between students and teachers are offered by e-learning strategies like MOOCs, demonstrating the validity of the continual intention to use them. Similarly, [19] proposes a model that looks at the role teachers play in fostering a collaborative study method. Therefore, it is clear that widespread e-learning use can enhance interactivity with regard to efficacy, particularly because it allows students to work without time restrictions [17].…”

Section: Interactivity (Int)mentioning

confidence: 99%

Essential Factors to Improve Student Performance Using an E-Learning Model: Review Study

Tawafak

Alyoussef

Al-Rahmi

2023

Int. J. Interact. Mob. Technol.

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The e-learning system is one of the most common methods for improving student performance and the ongoing goal of using e-learning in higher education. The most popular kind of e-learning system is a big one that is used at the college level, including Moodle, MOOCs, and e-learning systems. A rigorous review of various e-learning tools that can be used to raise students' performance is presented in this paper. Based on a survey of the literature, a comparison was established between the key elements employed in e-learning. The method used was to extract the common elements used in more than one popular model, then to connect these factors to e-learning. In order to create a better model with full element constraints, this paper also includes extracting causal links between these aspects. The analysis's finding is that the most recent models accepted for use in raising student performance are TAM2, TAM3, and ECT. This study reveals the framework used to highlights the easy and popular factors according to the updated related studies.

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Factors Influencing Students’ Acceptance of M-Learning in Higher Education: An Application and Extension of the UTAUT Model

Cited by 33 publications

References 91 publications

Understanding Students’ Online Learning Behavior Using Utaut Model – The Case of North Macedonia

Understanding Students’ Online Learning Behavior Using Utaut Model – The Case of North Macedonia

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

Essential Factors to Improve Student Performance Using an E-Learning Model: Review Study

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