Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context

Sukendro, Sukendro; Habibi, Akhmad; Khaeruddin, Khaeruddin; Indrayana, Boy; Syahruddin, Syahruddin; Makadada, Fredrik Alfrets; Hakim, Hikmad

doi:10.1016/j.heliyon.2020.e05410

Cited by 235 publications

(259 citation statements)

References 37 publications

Supporting

Mentioning

193

Contrasting

Unclassified

Order By: Relevance

“…The results showed that the contact tracing app use intention was significantly predicted by the perceived benefit of the app, selfefficacy, and perceived barriers. Sukendro et al (2020) [20] explored factors predicting the use of e-learning during COVID-19 among students in Indonesian universities. The results found that behavior intention to use e-learning was significantly predicted by perceived usefulness and students' attitudes towards e-learning, and facilitating conditions had a significant impact on perceived ease of use and perceived usefulness.…”

Section: -2-health Belief Modelmentioning

confidence: 99%

Explaining an Adoption and Continuance Intention to Use Contactless Payment Technologies: During the COVID-19 Pandemic

Puriwat

Tripopsakul

2021

Emerg Sci J

View full text Add to dashboard Cite

The COVID-19 pandemic has affected the lives of people and services, pushing them toward new technologies that are in step with the development of a “New Normal” way of life. Contactless technologies have been realized as a mechanism to reduce the risks of infection, accelerating the move to touchless behaviors. The purpose of this study is to develop an Integrated Expectation-Confirmation and Health Belief Model (ECHBM) to explain an adoption and continuance intention to use contactless technologies during the COVID-19 pandemic in Thailand. Based on an empirical research survey of 142 samples, the proposed conceptual model was empirically validated using structural equation modelling (SEM). The study found that perceived usefulness, perceived susceptibility, perceived seriousness, and satisfaction significantly influenced continuance usage intention of contactless payment technologies, whereas perceived usefulness and confirmation were found to be significant determinants of consumer satisfaction. The effect of perceived susceptibility was found to be relatively higher than that of satisfaction, and confirmation was found to have an indirect effect on continuance usage intention through perceived usefulness and satisfaction. The integrated ECHBM model has strong explanatory power (56.8%) to predict customers’ continuance usage intention toward use of contactless payment technologies during the COVID-19 pandemic. The study proposes a novel challenge to explain an adoption and continuance intention to use contactless payment technologies as a protective health behavior to mitigate risks of being infected by COVID-19. Doi: 10.28991/esj-2021-01260 Full Text: PDF

show abstract

Section: -2-health Belief Modelmentioning

confidence: 99%

Explaining an Adoption and Continuance Intention to Use Contactless Payment Technologies: During the COVID-19 Pandemic

Puriwat

Tripopsakul

2021

Emerg Sci J

View full text Add to dashboard Cite

show abstract

“…Both studies used the TAM model (Davis, 1986 ) as the theoretical framework. Sukendro et al ( 2020 ) extended TAM model by adding facilitating condition as an external factor, while Siron et al ( 2020 ) included experience, perceived enjoyment, and computer anxiety as external variables of the TAM model. However, their study did not particularly address the experience of e-learning use.…”

Section: Introductionmentioning

confidence: 99%

Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model

2021

View full text Add to dashboard Cite

This present study aims to investigate factors that impact behavioural intention of university students on e-learning use during the COVID-19 pandemic. An online questionnaire was utilised to gather data from 109 students enrolled in one of the universities in Indonesia. The Technology Acceptance Model (TAM) was the primary framework employed for analysis, in which system quality and e-learning experience were included as external constructs to seek out a much better model to improve the understanding of students’ intention to adopt e-learning. An extended TAM model was developed and tested in this study. The model consists of six constructs: system quality, e-learning experience, perceived ease of use, perceived usefulness, attitude toward use, and behavioural intention. Structural Equation Modelling (SEM) and SMART PLS 3.0 software were applied for data analysis. The findings informed that the proposed model has been succefully explained factors university students use of e-learning during the pandemic in Indonesia. It suggested that attitude toward e-learning use was the most prominent construct to predict university students’ behavioural intention to use e-learning during the pandemic. Finally, this study offers recommendations for future research and practices.

show abstract

“…This study aimed to explore the potential impact on SE achievements when teaching suddenly moved to online due to the COVID-19 pandemic, in a sample of university-level students enrolled in a mandatory course on APA for PwD. The lockdown increased the use of information systems and networks to improve distance learning, mainly by using centralized platforms to organize communication processes during instructional activities (Sukendro et al, 2020). To the best of the authors' knowledge, only the study by Sukendro et al (2020), in the Australasia region, has explored the effects of COVID-19 on e-learning in university sports sciences students, demonstrating the relationships between the attitude, behavioral intentions, facilitating conditions, perceived ease of use, and perceived usefulness as a core factor for using e-learning by teachers during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

“…The lockdown increased the use of information systems and networks to improve distance learning, mainly by using centralized platforms to organize communication processes during instructional activities (Sukendro et al, 2020). To the best of the authors' knowledge, only the study by Sukendro et al (2020), in the Australasia region, has explored the effects of COVID-19 on e-learning in university sports sciences students, demonstrating the relationships between the attitude, behavioral intentions, facilitating conditions, perceived ease of use, and perceived usefulness as a core factor for using e-learning by teachers during the pandemic. Practicum in real-education settings (Taliaferro et al, 2015) and observational experiences regarding PE teachers teaching students with a disability (Alhumaid et al, 2020) have been identified as key factors in influencing SE in preservice physical educators.…”

Section: Discussionmentioning

confidence: 99%

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Roldán

Reina

2021

Front. Psychol.

View full text Add to dashboard Cite

Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas (including physical education) and with different populations (including people with disabilities). The aims of this study were (1) to assess the effect of pandemic-driven online teaching on self-efficacy (SE) for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (APA); (2) compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and (3) explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students (22.1 ± 2.6 years), distributed into two groups: prepandemic (n = 86) and pandemic (n = 38). They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale (p < 0.001, large effect sizes): intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format (i.e., face-to-face vs. online teaching). Moreover, the gains in SE are invariable to demographic co-variables.

show abstract

Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context

Cited by 235 publications

References 37 publications

Explaining an Adoption and Continuance Intention to Use Contactless Payment Technologies: During the COVID-19 Pandemic

Explaining an Adoption and Continuance Intention to Use Contactless Payment Technologies: During the COVID-19 Pandemic

Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Contact Info

Product

Resources

About