The Effect of Technostress on Online Learning Behaviour Among Undergraduates

Abstract

Purpose – Students’ incompetence to deal with the intricacies of technology during the teaching and learning process may have negatively affected their online learning process particularly throughout the COVID-19 pandemic. It is critical to research technostress influence on online learning behaviours among undergraduates. Thus, this research intends to examine the predicting factors that contribute to technostress and the correlation between undergraduates’ technostress and the behavioural intention to use online learning. Methodology – This study employed an online survey and cross-sectional data towards 212 respondents, all of whom were Diploma students from Universiti Teknologi MARA (UiTM) Pahang. This study added three new variables to the existing Unified Theory of Acceptance and Use of Technology (UTAUT) namely teaching-related aspects, price value, and technostress. Structural equation modelling (SEM) was performed to analyse the measurement model and evaluate the developed hypotheses. Findings – The findings established a significant correlation between technostress and behavioural intention to use online learning. Facilitating conditions also demonstrate a significant relationship to technostress. Significance - The study’s findings are likely to increase researchers’ understanding of the present condition of technostress in higher education as a consequence of the implementation of online learning regulations, as well as the scale of the impacts on higher education.

Technostress in students and quality of online learning: role of instructor and university support

“…The impact of technostress on students' academic performance, well-being, and satisfaction has been widely studied in the literature (Brod, 1984;Ragu-Nathan et al, 2008). The results follow the existing literature examining similar links (Upadhyaya and Vrinda., 2021;Awang Kader et al, 2022;Mushtaque et al, 2022). Studies have shown that technostress has a negative impact on the quality of online learning.…”

“…The quality of online learning has a significant impact on student's academic performance and well-being. Awang Kader et al (2022) found a negative correlation between technostress in students and their intentions to use online learning. Similarly, Mushtaque et al (2022) also found a negative association between technostress and the online learning experiences of medical students.…”

“…The important finding by Awang Kader et al (2022) regarding the impact of teaching-related factors on technostress suggests that teachers and instructors should provide increased encouragement, support, and guidance to help students improve their familiarity with the online learning environment. This, in turn, can help in reducing technostress in students.…”