Media Richness and Continuance Intention to Online Learning Platforms: The Mediating Role of Social Presence and the Moderating Role of Need for Cognition

Wang, Zhen

doi:10.3389/fpsyg.2022.950501

Cited by 6 publications

(4 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To develop survey measures, we adopted existing valid scales wherever possible. Specifically, we adapted measures from Abbad (2021), Wang (2022), and Wu and Chen (2017) to assess college students' intention to use OTPs. The items for perceived usefulness and ease of use were mainly adapted from Abbad (2021), Lee and Lehto (2013), Mohammadi (2015), and Wu and Chen (2017).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Factors Affecting College Students' Intention to Use Online Teaching Platforms Through an Extended Technology Acceptance Model

Zhang,

Huang,

Chen

et al. 2024

International Journal of Web-Based Learning and Teaching Technologies

View full text Add to dashboard Cite

Online teaching platforms (OTPs) are becoming important mediums for supporting college students in course learning activities. Their intention to use is critical for promoting learning effectiveness, efficiency, and continuous development of OTPs. Drawing upon the technology acceptance model (TAM), this study builds the research model of students' intention to use the OTPs with consideration of platform characteristics and social influence. The PLS-SEM method is employed to analyze 194 responses from students at a university. The results show that perceived usefulness, perceived ease of use, and social influence positively influence students' intention to use. Perceived ease of use positively affects perceived usefulness. In addition, social influence is positively related to perceived ease of use and perceived usefulness, respectively. The study extends the TAM model by incorporating social influence to promote it relevant to the context of OTPs. The findings offer insights that universities and OTP providers could adopt to promote the use of OTPs by students.

show abstract

Section: Methodsmentioning

confidence: 99%

“…Regarding college students' intention to adopt OTPs, using an information technology acceptance and usage model, specifically the TAM, is appropriate; thus, we employed it in this study (Mohammadi, 2015;Wang, 2022;Wu & Chen, 2017). Apart from the constructs in the TAM, this study considers another factor: social influence.…”

mentioning

confidence: 99%

Exploring the Factors Affecting College Students' Intention to Use Online Teaching Platforms Through an Extended Technology Acceptance Model

Zhang,

Huang,

Chen

et al. 2024

International Journal of Web-Based Learning and Teaching Technologies

View full text Add to dashboard Cite

show abstract

“…Fitur ini memungkinkan peserta lain bisa lebih memperhatikan mahasiswa mana yang belum menjawab atau ikut serta (Henry & Thorsen, 2021;Jebbour & Mouaid, 2019). Temuan ini memperlihatkan bahwa teknologi mampu mendorong kehadiran sosial dalam kegiatan pembelajaran (Wang, 2022). Kehadiran sosial ditunjukkan dari adanya keaktifan mahasiswa dalam berdiskusi, kenyamanan untuk mengungkapkan pendapat, dan adanya rasa semangat untuk mengikuti kegiatan pembelajaran.…”

Section: Youtubeunclassified

Perspektif Komunikasi dalam Pembelajaran Jarak Jauh: Membangun Kehadiran Pengajar dan Kehadiran Sosial

Seminar¹,

Sarwoprasodjo²

2022

Jupe

View full text Add to dashboard Cite

Covid-19 pandemic has changed the learning model in education to distance learning. The sudden change make students dissatisfy with the learning process thus declining the quality of learning. Research questions of this study are: (1) how to plan a distance learning that focus on building social presence? (2) how does message design of learning material contributes to social presence and student understanding?; and (3) how does the communication skills of the teacher contributes in building teaching presence? To answer these questions, this study used an action research design using class observation, in-depth interviews, and group interviews as data collection method. The action research design also acts to evaluate the research actions that have been given in the classroom. The findings of the study shows that the teaching presence in distance learning are determined from teachers’ communication skills which include: digital literacy, instructional roles or communicating messages in building classroom climate, as well as the ability to design message of learning material that can encourage the creation of social presence. This study also found that students’ understanding of the learning material also need to be encouraged by teachers’ ability in encouraging students to think analytically and critically.

show abstract

“…For instance,Pan et al (2017) revealed that both RI and SI identities have similar effects on user behavior in social media usage Turk et al (2022). andWang (2022) reported that social presence affects users' continuance intention toward online learning platforms Tha et al (2009). showed that social ties positively and significantly affect CUEL.…”

mentioning

confidence: 99%

How does Identity Theory contribute to the Continuance Use of E-learning: The mediating role of Inertia and moderating role of computer Self-efficacy

et al. 2022

View full text Add to dashboard Cite

Despite e-learning's rapid growth and significant benefits, especially during the CO-VID-19 pandemic, retaining students in this educational environment is a critical challenge in the post-corona era. Therefore, our research was conducted to explore how we can promote the continuance use of e-learning (CUEL) platforms. More specifically, this study examines how identity, inertia, and computer self-efficacy affect CUEL. Data were collected from 384 users and provided support for the model. The results indicated that social identity, relational identity, and inertia are critical determinants of CUEL. Furthermore, inertia mediates the relation between social identity and CUEL. In addition, we found that computer self-efficacy moderates the relation of inertia and relational identity with CUEL, but its moderating effect on the influence of social identity and CUEL is not supported. Finally, the theoretical and practical implications of this study are discussed.

show abstract

Media Richness and Continuance Intention to Online Learning Platforms: The Mediating Role of Social Presence and the Moderating Role of Need for Cognition

Cited by 6 publications

References 55 publications

Exploring the Factors Affecting College Students' Intention to Use Online Teaching Platforms Through an Extended Technology Acceptance Model

Exploring the Factors Affecting College Students' Intention to Use Online Teaching Platforms Through an Extended Technology Acceptance Model

Perspektif Komunikasi dalam Pembelajaran Jarak Jauh: Membangun Kehadiran Pengajar dan Kehadiran Sosial

How does Identity Theory contribute to the Continuance Use of E-learning: The mediating role of Inertia and moderating role of computer Self-efficacy

Contact Info

Product

Resources

About