Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 24 Sayı: 2, 325 - 336, 01.04.2023
https://doi.org/10.17718/tojde.1123213

Öz

Kaynakça

  • Achim, N., & Al Kassim, A. (2015). Computer usage: the impact of computer anxiety and computer self-efficacy. Procedia-Social and Behavioral Sciences, 172, 701-708. https://doi.org/10.1016/j.sbspro.2015.01.422
  • Anadolu University. (2021). 2021-2022-Academic Year. Retrieved April 30, 2020 from https://anadolu.edu.tr/universitemiz/sayilarla-universitemiz/ogrenci-sayilari/2021-2022/2021-ekim
  • Bahcesehir University. (2021). Bahcesehi̇r University Starts The Online Classes. Retrieved March 05, 2022, from https://bau.edu.tr/news/15488-bahcesehir-university-starts-the-online-classes
  • Cacault, M. P., Hildebrand, C., Laurent-Lucchetti, J., & Pellizzari, M. (2021). Distance learning in higher education: Evidence from a randomized experiment. Journal of the European Economic Association, 19(4), 2322-2372. https://doi.org/10.1093/jeea/jvaa060
  • Chua, S. L., Chen, D.-T., & Wong, A. F. (1999). Computer anxiety and its correlates: A meta-analysis. Computers in Human Behavior, 15(5), 609-623. https://doi.org/10.1016/S0747-5632(99)00039-4
  • Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 189-211. https://doi.org/10.2307/249688
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning &Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
  • Da Costa Barreto, L. S., Marañón-Vásquez, G. A., Lopes, R., de Lima, A. M. B., & de Souza, M. M. G. (2020). Distance learning approach in interprofessional higher education, International Journal of Education, 12(4). https://doi.org/10.5296/ije.v12i4.17821
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. (2005). Minimum sample size recommendations for conducting factor analyses. International Journal of Testing, 5(2), 159-168, https://doi.org/10.1207/s15327574ijt0502_4
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  • El Said, G. R. (2021). How did the COVID-19 pandemic affect higher education learning experience? An empirical investigation of learners’ academic performance at a university in a developing country. Advances in Human-Computer Interaction, 2021. https://doi.org/10.1155/2021/6649524
  • Ferran, F. M. (2021). Extended technology acceptance model to examine the use of Google Forms–based lesson playlist in online distance learning. Recoletos Multidisciplinary Research Journal, 9(1), 147-161. https://doi.org/10.32871/rmrj2109.01.13
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
  • Hair, J. F., Black, W.C., Babin, B. J., & Anderson, R. E. (2010), Multivariate data analysis: A global perspective (7th EDİTİON). Pearson Education, Upper Saddle River.
  • Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues in partial least squares structural equation modelling. Sage publications Inc.
  • Kaçan, A., & Gelen, İ. (2020). An overview of the distance education program in Turkey. International Journal of Education Science and Technology, 6(1), 1-21. Retrieved from https://dergipark.org.tr/tr/pub/uebt/issue/53891/713456
  • Kazakova, O. P., & Murzich, A. N. (2020). Teaching and learning skills in the organization of distance learning in higher education institutions. Proceedings of the Research Technologies of Pandemic Coronavirus Impact (RTCOV 2020), Advances in Social Science, Education and Humanities Research, (pp. 380-387). Atlantis Press. https://doi.org/10.2991/assehr.k.201105.069
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149. https://doi.org/10.1037/1082-989X.1.2.130
  • Özbay, Ö. (2015). The current status of distance education in the world and Turkey. The Journal of International Education Science, INES Journal, 5, 376-394. Retrieved from https://dergipark.org.tr/tr/pub/inesj/issue/40015/475774
  • Park, E. S., & Park, M. S. (2020). Factors of the technology acceptance model for construction IT. Applied Sciences, 10(22), 8299. https://doi.org/10.3390/app10228299
  • Rahmadi, I. F. (2021). Teachers’ technology integration and distance learning adoption amidst the Covid-19 crisis: A reflection for the optimistic future. Turkish Online Journal of Distance Education, 22(2), 26-41. https://doi.org/10.17718/tojde.906472
  • Rahmi, B., Birgoren, B., & Aktepe, A. (2021). Identifying factors affecting intention to use in distance learning systems. Turkish Online Journal of Distance Education, 22(2), 58-80. https://doi.org/10.17718/tojde.906545
  • Salloum, S. A. (2018). Investigating students’acceptance of e-learning system in higher educational environments in the UAE: Applying the extended Technology Acceptance Model (TAM). (Master’s thesis). The British University in Dubai. The British in Dubai Digital Repository. https://bspace.buid.ac.ae/handle/1234/1150
  • Santos, J., De Jesus, L. F., Sealmoy, R. R., & Fajardo, R. R. C. (2021). Online distance learning amidst COVID-19. IJERI: International Journal of Educational Research and Innovation, (15), 291-304. https://doi.org/10.46661/ijeri.5271
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. http://www.jstor.org/stable/2632151
  • The World Bank (2020). How countries are using EdTech (including online learning, radio, television, texting) to support access to remote learning during the Covid-19 Pandemic. Retrieved April 30, 2022 from https://reliefweb.int/report/austria/how-countries-are-using-edtech-including-online-learning-radio-television-texting
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365. https://www.jstor.org/stable/23011042
  • Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
  • Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
  • Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x

EXAMINING UNIVERSITY STUDENTS’ BEHAVIOURAL INTENTION TO DISTANCE LEARNING DURING COVID-19: AN EXTENDED TAM MODEL

Yıl 2023, Cilt: 24 Sayı: 2, 325 - 336, 01.04.2023
https://doi.org/10.17718/tojde.1123213

Öz

Learning was obliged to be transformed to distance learning due to the long-lasting COVID-19 lockdown period. This situation has brought to investigate the critical factors influencing students’ intention and actual use of distance learning tools. In this context, this study aims to evaluate the effects of distance learning, deriving independent variables adopted from ETAM. Data was gathered from 92 undergraduate students enrolled in five and other courses in Turkiye. Data were investigated via SmartPLS 3.0 through Structural Equation Modelling (SEM). Results indicate that Computer Anxiety had a negative impact on Self-efficacy. Self-efficacy had a positive influence on Experience. Experience and Enjoyment had positive effects on Perceived Ease of Use. Enjoyment had a positive influence on Perceived Usefulness. The proposed model explained 87.7% of the variance of the actual use of distance learning tools. Computer anxiety and selfefficacy, which were proposed to measure experience, made this study unique and valuable. This contributes to acknowledging higher education institutions and lecturers to understand the benefits and barriers of distance learning tools for students used during the unpredicted pandemics in the future.

Kaynakça

  • Achim, N., & Al Kassim, A. (2015). Computer usage: the impact of computer anxiety and computer self-efficacy. Procedia-Social and Behavioral Sciences, 172, 701-708. https://doi.org/10.1016/j.sbspro.2015.01.422
  • Anadolu University. (2021). 2021-2022-Academic Year. Retrieved April 30, 2020 from https://anadolu.edu.tr/universitemiz/sayilarla-universitemiz/ogrenci-sayilari/2021-2022/2021-ekim
  • Bahcesehir University. (2021). Bahcesehi̇r University Starts The Online Classes. Retrieved March 05, 2022, from https://bau.edu.tr/news/15488-bahcesehir-university-starts-the-online-classes
  • Cacault, M. P., Hildebrand, C., Laurent-Lucchetti, J., & Pellizzari, M. (2021). Distance learning in higher education: Evidence from a randomized experiment. Journal of the European Economic Association, 19(4), 2322-2372. https://doi.org/10.1093/jeea/jvaa060
  • Chua, S. L., Chen, D.-T., & Wong, A. F. (1999). Computer anxiety and its correlates: A meta-analysis. Computers in Human Behavior, 15(5), 609-623. https://doi.org/10.1016/S0747-5632(99)00039-4
  • Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 189-211. https://doi.org/10.2307/249688
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning &Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
  • Da Costa Barreto, L. S., Marañón-Vásquez, G. A., Lopes, R., de Lima, A. M. B., & de Souza, M. M. G. (2020). Distance learning approach in interprofessional higher education, International Journal of Education, 12(4). https://doi.org/10.5296/ije.v12i4.17821
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. (2005). Minimum sample size recommendations for conducting factor analyses. International Journal of Testing, 5(2), 159-168, https://doi.org/10.1207/s15327574ijt0502_4
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  • El Said, G. R. (2021). How did the COVID-19 pandemic affect higher education learning experience? An empirical investigation of learners’ academic performance at a university in a developing country. Advances in Human-Computer Interaction, 2021. https://doi.org/10.1155/2021/6649524
  • Ferran, F. M. (2021). Extended technology acceptance model to examine the use of Google Forms–based lesson playlist in online distance learning. Recoletos Multidisciplinary Research Journal, 9(1), 147-161. https://doi.org/10.32871/rmrj2109.01.13
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
  • Hair, J. F., Black, W.C., Babin, B. J., & Anderson, R. E. (2010), Multivariate data analysis: A global perspective (7th EDİTİON). Pearson Education, Upper Saddle River.
  • Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues in partial least squares structural equation modelling. Sage publications Inc.
  • Kaçan, A., & Gelen, İ. (2020). An overview of the distance education program in Turkey. International Journal of Education Science and Technology, 6(1), 1-21. Retrieved from https://dergipark.org.tr/tr/pub/uebt/issue/53891/713456
  • Kazakova, O. P., & Murzich, A. N. (2020). Teaching and learning skills in the organization of distance learning in higher education institutions. Proceedings of the Research Technologies of Pandemic Coronavirus Impact (RTCOV 2020), Advances in Social Science, Education and Humanities Research, (pp. 380-387). Atlantis Press. https://doi.org/10.2991/assehr.k.201105.069
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149. https://doi.org/10.1037/1082-989X.1.2.130
  • Özbay, Ö. (2015). The current status of distance education in the world and Turkey. The Journal of International Education Science, INES Journal, 5, 376-394. Retrieved from https://dergipark.org.tr/tr/pub/inesj/issue/40015/475774
  • Park, E. S., & Park, M. S. (2020). Factors of the technology acceptance model for construction IT. Applied Sciences, 10(22), 8299. https://doi.org/10.3390/app10228299
  • Rahmadi, I. F. (2021). Teachers’ technology integration and distance learning adoption amidst the Covid-19 crisis: A reflection for the optimistic future. Turkish Online Journal of Distance Education, 22(2), 26-41. https://doi.org/10.17718/tojde.906472
  • Rahmi, B., Birgoren, B., & Aktepe, A. (2021). Identifying factors affecting intention to use in distance learning systems. Turkish Online Journal of Distance Education, 22(2), 58-80. https://doi.org/10.17718/tojde.906545
  • Salloum, S. A. (2018). Investigating students’acceptance of e-learning system in higher educational environments in the UAE: Applying the extended Technology Acceptance Model (TAM). (Master’s thesis). The British University in Dubai. The British in Dubai Digital Repository. https://bspace.buid.ac.ae/handle/1234/1150
  • Santos, J., De Jesus, L. F., Sealmoy, R. R., & Fajardo, R. R. C. (2021). Online distance learning amidst COVID-19. IJERI: International Journal of Educational Research and Innovation, (15), 291-304. https://doi.org/10.46661/ijeri.5271
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. http://www.jstor.org/stable/2632151
  • The World Bank (2020). How countries are using EdTech (including online learning, radio, television, texting) to support access to remote learning during the Covid-19 Pandemic. Retrieved April 30, 2022 from https://reliefweb.int/report/austria/how-countries-are-using-edtech-including-online-learning-radio-television-texting
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365. https://www.jstor.org/stable/23011042
  • Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
  • Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
  • Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Can Saygıner 0000-0002-1680-392X

Yayımlanma Tarihi 1 Nisan 2023
Gönderilme Tarihi 30 Mayıs 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 2

Kaynak Göster

APA Saygıner, C. (2023). EXAMINING UNIVERSITY STUDENTS’ BEHAVIOURAL INTENTION TO DISTANCE LEARNING DURING COVID-19: AN EXTENDED TAM MODEL. Turkish Online Journal of Distance Education, 24(2), 325-336. https://doi.org/10.17718/tojde.1123213