Remodelling the Role of Facilitating Conditions for Google Classroom Acceptance: A Revision of UTAUT2

Autor/inn/en	Bervell, Brandford; Kumar, Jeya Amantha; Arkorful, Valentina; Agyapong, Emmanuel Manu; Osman, Sharifah
Titel	Remodelling the Role of Facilitating Conditions for Google Classroom Acceptance: A Revision of UTAUT2
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 1, S.115-135 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Virtual Classrooms; Educational Technology; Electronic Learning; Intention; Technology Uses in Education; Student Motivation; Social Influences; Predictor Variables; Undergraduate Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulische Motivation; Sozialer Einfluss; Prädiktor
Abstract	Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students' behavioural intention to use it for online learning. Accordingly, this study defines a model based on the unified theory of acceptance and technology 2 (UTAUT2) to examine the relationship between facilitating conditions and other variables towards intention formation for Google Classroom usage. Based on a mixed method using the explanatory sequential design, survey data from 163 students were initially analysed using partial least squares structural equation modelling followed by a qualitative approach based on open-ended questions for thematic analysis. Results from the partial least squares structural equation modelling approach validated the hypothesised model confirming the significant predictive relationship of facilitating conditions with effort expectancy, hedonic motivation, habit and social influence but had an insignificant relationship with behavioural intention. Furthermore, hedonic motivation and habit were the main predictors of behavioural intention by masking the role of facilitating conditions. Subsequently, the qualitative outcome indicated that habit and perceived control of using Google applications influence hedonic motivation. Finally, recommendations were made to universities towards policy formation and practice of virtual learning using Google Classroom. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01