Factors Influencing Students Usage of an e-Learning System: Evidence from IT Students

Lolić, Teodora; Dionísio, Rogério; Ćirić, Danijela; Ristić, Sonja; Stefanović, Darko

doi:10.1007/978-3-030-43616-2_22

Cited by 12 publications

(18 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kim et al, 2014). Furthermore, the results of our study reveal that social influence (SI), (H2) has a direct and positive effect on self-disclosure which is similar to the research findings of (Ristic & Stefanovic, 2020). Our study confirms that use (H3) has a direct and favorable influence on self-disclosure, which corresponds to the findings of (C. M. K. Cheung & Lee, 2010).…”

Section: General Discussion Of the Resultssupporting

confidence: 88%

“…Social influence (SI) is a term that relates to a person's belief and how it is shaped by the influential people in the society. Researchers discovered that influential individuals such as friends, close relatives, coworkers, academic staff, teammates, peers, and academics recommend to embrace e-learning platforms (Ofori et al, 2017;Rahman et al, 2021;Ristic & Stefanovic, 2020;Yueh et al, 2015). Rahman et al (2021) discovered that SI would be the essential component for self-disclosure in predicting college students' usage of Facebook to make and maintain connections with others.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Antecedents and Consequences of Self-Disclosure in Subjective Well-Being: A Facebook Case With a Social Support Mediator

et al. 2023

View full text Add to dashboard Cite

The purpose of this paper is to investigate antecedents and consequences of self-disclosure in subjective well-being with social support as a mediator. The study model was validated by an online survey of 244 respondents. Results demonstrate that self-disclosure is significantly dependent on information, social influence, social media use, and enjoyment and it positively influences social support and subjective well-being. In addition, social support mediates the relationship between self-disclosure and subjective well-being. In the context of social networking sites, social interaction (social support) impacts more than solo action (self-disclosure) toward an individual’s online social well-being in the Covid-19 situation. Moreover, people who are prepared to share more information on Facebook may develop deeper bonding with their dear ones. This study assessed the proposed model’s functionality and reliability in light of Covid-19 pandemic in Bangladesh and our findings have implications for existing ideas of self-disclosure and social support exchange theories that are currently held.

show abstract

Section: General Discussion Of the Resultssupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Antecedents and Consequences of Self-Disclosure in Subjective Well-Being: A Facebook Case With a Social Support Mediator

et al. 2023

View full text Add to dashboard Cite

show abstract

“…In the context of online teaching, examining the role of facilitating conditions is of particular interest because it is possible that the suddenness of demand overwhelmed service providers and training support systems, exacerbating a difficult situation. This raises the issue of using a model over time because initial adoption and continued use are not identical (Lolic, 2021).…”

Section: The Venkatesh Model and The Online Teaching Contextmentioning

confidence: 99%

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

Zhang

Dumont²,

Sumbera³

et al. 2023

OLJ

View full text Add to dashboard Cite

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.

show abstract

“…, colleagues, teachers, and teaching assistants have recommended using online learning platforms(Lolic et al, 2020). This study will explore how much respondents are influenced to use online learning by their family, friends, and teachers.…”

mentioning

confidence: 99%

“…It is therefore posited that, H3: SI significantly and positively impacts the students' BI to adopt OL. ledge and ability to apply this knowledge through technology, their students' comprehension and proficiency, and their inability to transfer classroom instruction to virtual classes(Lolic et al, 2020). Online learning can be moderated by PF based on PE and BI, even if technology adoption has been the subject of numerous earlier studies(Koçak et al, 2021;Raza et al, 2021).…”

mentioning

confidence: 99%

Learning Continuity during COVID-19: An Analysis of the Higher Education Sector of Bangladesh

Mukherjee

Hasan

2023

JECS

View full text Add to dashboard Cite

Aim. This study aims to understand the factors determining university students’ behavioural intentions toward online learning in Bangladesh. Specifically, this study investigates the relationship between performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and behavioural intention (BI). Moreover, this study explores the influence of pandemic fear (PF) as a moderator in the relationship between exogenous and endogenous factors. Methods. The study is cross-sectional and followed a quantitative research approach with purposive sampling. Data were collected at a single point using a sample size of 578 respondents who studied online during the various phases of lockdown at five public and five private universities in Bangladesh. Regarding multivariate analysis, the Partial Least Squares - Structural Equation Modeling (PLS-SEM) is applied in this study to test the causal relationships in the structural model, as it is considered a second-generation technique. Results. Statistically, a positive significance was found between PE, EE, SI, and BI in online learning participation. Whereas the FC and the BI exhibited a negative relationship, a positive relationship was found between PE, EE, and the SI on BI. In addition, a moderating role for PF was investigated, and EE and FC were found to influence BI significantly. Conclusion. This study presents an extended UTAUT model by integrating pandemic fear as the moderator to study students' behavioural intention to adopt an online learning system under a disruptive situation. Practitioners, especially academicians and policymakers, will find this model useful while developing andragogic interventions for the higher education sector in Bangladesh.

show abstract

Factors Influencing Students Usage of an e-Learning System: Evidence from IT Students

Cited by 12 publications

References 19 publications

Antecedents and Consequences of Self-Disclosure in Subjective Well-Being: A Facebook Case With a Social Support Mediator

Antecedents and Consequences of Self-Disclosure in Subjective Well-Being: A Facebook Case With a Social Support Mediator

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

Learning Continuity during COVID-19: An Analysis of the Higher Education Sector of Bangladesh

Contact Info

Product

Resources

About