文章基本信息

标题：The Continuous Intention to Use E-Learning, from Two Different Perspectives
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作者：Rana Saeed Al-Maroof ; Khadija Alhumaid ; Said Salloum 等
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2021
卷号：11
期号：1
页码：6
DOI：10.3390/educsci11010006
出版社：MDPI Publishing
摘要：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.
关键词：e-learning platform; PACK; perceived usefulness; perceived ease of use; perceived organizational support and technology self-efficacy e-learning platform ; PACK ; perceived usefulness ; perceived ease of use ; perceived organizational support and technology self-efficacy