Extending the Technology Acceptance Model to Explore Students’ Intention to Use an Online Education Platform at a University in China

While online education has been increasingly adopted in different educational systems across the world, it is still a recent phenomenon in developing countries such as China. Various factors could affect learners’ adoption of technology, including their online learning. In this study, we took the Te...

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Vydáno v:SAGE open Ročník 12; číslo 1
Hlavní autoři: Zhou, Liqiu, Xue, Sijia, Li, Ruiqian
Médium: Journal Article
Jazyk:angličtina
Vydáno: Los Angeles, CA SAGE Publications 01.01.2022
SAGE PUBLICATIONS, INC
SAGE Publishing
Témata:
Acceptance
Adoption of innovations
CAI
College students
Computer assisted instruction
Course Content
Curriculum development
Developing countries
Distance Education
Distance learning
Education
Educational systems
Educational technology
Electronic Learning
Higher education
Influence of Technology
Intention
Internet
LDCs
Online Courses
Technology
Technology Acceptance Model
Variables
China
Technology Acceptance Model
educational technology
learning intention
online learning
ISSN:2158-2440, 2158-2440
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Shrnutí:While online education has been increasingly adopted in different educational systems across the world, it is still a recent phenomenon in developing countries such as China. Various factors could affect learners’ adoption of technology, including their online learning. In this study, we took the Technology Acceptance Model as the theoretical framework and extended the Model by including extra external variables and one perceived variable to explore factors influencing learners’ intention to use an online education platform. A total of 276 college students from a university in mainland China participated in the study. Results showed that 9 of the 12 hypotheses proposed were supported. External variables such as Online Course Design, Perceived System Quality, and Perceived Enjoyment, along with an extra perceived variable (Perceived Interaction) have been identified as effective predictors of learners’ intention to use the education platform. Implications of the findings are discussed and suggestions for future research are provided.
Bibliografie:ObjectType-Article-1
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ISSN:2158-2440
2158-2440
DOI:10.1177/21582440221085259