Antecedents of Students' E-Learning Continuance Intention during COVID-19: An Empirical Study

Autor/inn/en	Al Amin, Md; Razib Alam, Md; Alam, Mohammad Zahedul
Titel	Antecedents of Students' E-Learning Continuance Intention during COVID-19: An Empirical Study
Quelle	In: E-Learning and Digital Media, 20 (2023) 3, S.224-254 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Amin, Md) ORCID (Razib Alam, Md)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20427530221103915
Schlagwörter	Electronic Learning; Intention; COVID-19; Pandemics; Predictor Variables; Structural Equation Models; Usability; Social Isolation; Fear; Student Satisfaction + Suchen Sie Ihr Suchwort? Prädiktor; Soziale Isolation; Furcht
Abstract	This study aims at exploring the underlying determinants influencing students' continuance intention to use an e-Learning platform during the COVID-19 pandemic. Based on the technology acceptance model and expectation-confirmation model, the study investigated the role of contextual (i.e., social isolation), psychological (academic year loss and cyberchondria), and student support-related (government and institutional supports) determinants on students' continuance intention to use an e-Learning platform during the pandemic. The study collected data from 440 respondents and analyzed those with Structural Equation Modeling. The findings showed that an e-Learning continuance intention during the pandemic is affected by usefulness, ease of use, attitudes, and intention to use the e-Learning platform; while the behavioral intention is influenced by usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants; and attitudes are impacted by usefulness and ease of use. Moreover, usefulness is predicted by confirmation of expectation; e-satisfaction is forecasted by usefulness and confirmation of expectation; whereas, cyberchondria is influenced by social isolation; fear of academic year loss is influenced by cyberchondria. Finally, intention to use mediated the impact of usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants on continuance intention. The study contributes to e-Learning literature incorporating contextual, psychological, and student support-related determinants into the technology acceptance model and expectation-confirmation model, which guide policymakers to understand how all levels of students can be brought into the e-Learning platforms that eventually help to eliminate digital discrimination barrier in the academia during any emergency. The policymakers must be careful in designing eLearning platforms since students' e-learning continuance intention may vary due to unprecedented crises, such as COVID-19. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01