The Extended Technology Acceptance Model (ETAM): Examining Students’ Acceptance of Online Learning During COVID-19 Pandemic

Authors

DOI:

https://doi.org/10.3991/ijet.v17i20.29441

Keywords:

COVID-19, online learning, Technology Acceptance Model

Abstract


This study contributes to the existing literature on online learning during COVID-19 pandemic in higher education by investigating the relationships between the cognitive variables and students' adoption of online learning. Based on Technology Acceptance Model (TAM), some hypotheses we formulated to test the links between TAM constructs and online learning anxiety as an antecedent. This study adopted structural equation modeling (SEM) to scrutinize technology adoption for a sample of 569 students in Oman. The results indicated that attitude towards online learning is a strong predictor of technology adoption during COVID-19 pandemic. Furthermore, both the perceived usefulness of online learning and perceived ease of online use yielded a significant contribution of attitude. Besides, online learning anxiety affected both the perceived usefulness and perceived ease of online use negatively where perceived ease of use is predicted largely while perceived usefulness is predicted modestly. In the light of the previous findings, some recommendations and implications are provided.

Author Biographies

Musabah Al Breiki, Universiti Sains Malaysia

Musabah Al Breiki is a PhD candidate at Universiti Sains Malaysia. He has joined the university in August 2020 and he is an active researcher in the educational technology at the Centre for Instructional Technology and Multimedia. He is interested in how to integrate technology in teaching English as a foreign language. His current research interests are gamification in education, CALL, e-learning and gamified assessment.

Abdullah Al-Abri, University of Technology and Applied Sciences (UTAS)

Abdullah Al-Abri completed his PhD at the University of Sciences, Malaysia (Universiti Sains Malaysia), and he is a senior lecturer at the University of Technology and Applied Sciences, Nizwa, Oman. His PhD work focused chiefly on investigating the effect of web-based peer feedback on writing and online learner collaboration on promoting EFL essay writing. His research interests mainly lie in digital Technologies that support innovative pedagogies.

Cover iJET Vol. 17 No. 20 (2022)

Downloads

Published

2022-10-28

How to Cite

Al Breiki, M., & Al-Abri, A. (2022). The Extended Technology Acceptance Model (ETAM): Examining Students’ Acceptance of Online Learning During COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET), 17(20), pp. 4–19. https://doi.org/10.3991/ijet.v17i20.29441

Issue

Vol. 17 No. 20 (2022)

Section

Papers

License

Copyright (c) 2022 Musabah Al Breiki, Abdullah Al Abri

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.