Document Type
Article
Source of Publication
Education Sciences
Publication Date
12-25-2020
Abstract
During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.
DOI Link
ISSN
Publisher
MDPI AG
Volume
11
Last Page
20
Disciplines
Education
Keywords
E-learning platform, PACK, Perceived ease of use, Perceived organizational support and technology self-efficacy, Perceived usefulness
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Saeed Al-Maroof, Rana; Alhumaid, Khadija; and Salloum, Said, "The continuous intention to use e-learning, from two different perspectives" (2020). All Works. 3368.
https://zuscholars.zu.ac.ae/works/3368
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series