Meta-analysis of factors affecting the use of digital learning resources

Bai, Yun-Qi; Jiang, Jia-Wen

doi:10.1080/10494820.2022.2091608

Cited by 5 publications

(1 citation statement)

References 35 publications

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“…Similarly, Abdullah and Ward (2016), Islam (2013), Ali et al (2013), andZhou et al (2021) employed the TAM to investigate the impacts of the online system of learning, indicating that PU and PEU can influence the results. Recently, Bai and Jiang (2022) found that the TAM offers influencing factors that support the use of digital resources according to a meta-analysis of 19 research articles. The TAM is thus a sound and reliable paradigm according to the data.…”

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confidence: 99%

Adoption of blended learning: Chinese university students’ perspectives

Dai

Wang

2023

Humanit Soc Sci Commun

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Against the backdrop of the deep integration of the Internet with learning, blended learning offers the advantages of combining online and face-to-face learning to enrich the learning experience and improve knowledge management. Therefore, the objective of this present study is twofold: a. to fill a gap in the literature regarding the adoption of blended learning in the post-pandemic era and the roles of both the technology acceptance model (TAM) and the theory of planned behavior (TPB) in this context and b. to investigate the factors influencing behavioral intention to adopt blended learning. For that purpose, the research formulates six hypotheses, incorporates them into the proposed conceptual model, and validates them using model-fit indices. Based on data collected from Chinese university students, the predicted model’s reliability and validity are evaluated using structural equation modeling (SEM). The results of SEM show that (a) the integrated model based on the TAM and the TPB can explain 67.6% of the variance in Chinese university students’ adoption of blended learning; (b) perceived usefulness (PU), perceived ease of use (PEU), and subjective norms (SN) all have positive impacts on learning attitudes (LA); (c) PEU has a positive influence on PU, and SN has a positive influence on perceived behavioral control (PBC); and (d) both PU and LA have a positive influence on the intention to adopt blended learning (IABL). However, PEU, SN, and PBC have little effect on IABL; e. LA mediates the effect of PU on IABL, and PU mediates the effect of PEU on IABL. This study demonstrated that an integrated conceptual framework based on the TAM and the TPB as well as the characteristics of blended learning offers an effective way to understand Chinese university students’ adoption of blended learning.

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confidence: 99%

Adoption of blended learning: Chinese university students’ perspectives

Dai

Wang

2023

Humanit Soc Sci Commun

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When the push and pull factors in digital educational resources backfire: the role of digital leader in digital educational resources usage

Asante,

Novak

2023

Educ Inf Technol

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The study investigated the impact of digital leadership on teachers’ usage of digital educational resources (DERs). The study collected data from teachers and headteachers in four pre-tertiary schools in Ghana. Also, trust was included as the interacting variable to examine its mediating role in digital leadership and digital educational resource usage to better disentangle the relationship between digital leadership and digital educational resource. The study used symmetrical (Partial Least Square-Structural Equation Modelling (PLS-SEM) and asymmetrical approaches (fuzzy-set Qualitative Comparative Analysis (fsQCA) for the analysis of the relationships. The results underpin digital leadership’s importance in digital educational resource implementation outcomes in developing countries’ pre-tertiary schools. The fuzzy-set qualitative comparative analysis findings confirm that exclusively using symmetrical approaches for digital educational resource studies may not be sufficient to understand the expected relationships within a proposed model. Under the partial least squares path modelling (PLS-SEM) analysis, trust did not mediate the relationship between digital leadership and teachers’ usage of digital educational resources. Sharply from the PLS-SEM findings, the fsQCA revealed that the presence of digital leadership and trust are necessary conditions to predict teachers’ usage of digital educational resources. These results and their implications for theory and practice are discussed.

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