Roles of Social Influence in Expediting Online Learning Acceptance

Farheen Hassan · Md. Khaled Amin · Tahsina Khan · Md Mehedi Hasan Emon · Afrina Amin

8 citations0/0 files storedInternational Conference on Computing Advancements (ICCA)

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Technology Adoption and User Behaviour Online and Blended Learning Technology-Enhanced Education Studies

Abstract

Higher education institutions (HEIs) around the world tend to incorporate various online learning platforms, such as Moodle, Google Classroom, Blackboard, Canvas, Virtual University Expert System (VUES), with the aim of shaping academic activities, which are knowledge sharing and knowledge creating. Despite its numerous benefits and usefulness highlighted in literature, majority are hesitant and reluctant to use online learning platforms available in Bangladesh. Alternatively, scholars from diverse disciplines have identified the construct 'social influence' as a prevailing predictor of the variable 'behavioral intention' to adopt numerous online platforms: blogs, e-services, online game and the predictor, social influence, plays a substantial role in embracing online learning as well as communicating the usefulness of various e-learning platforms. The study, therefore, is spearheaded to ascertain the role of social influence in facilitating learners' behavioral intention to accept online learning and communicating the usefulness of the e-learning in Bangladesh. To manifest the effect that one variable has on another, the study analyzed data of one hundred respondents surveyed randomly and confirmed the existence of the significant relationships: social influence (SI) and behavioral intention (BI), social influence (SI) and perceived usefulness (PU) in facilitating online learning acceptance, which provides an outline to the educators to comprehend behavior of the learners. The result of the study may also assist the educators and administrators to devise useful initiatives to intensify penetration rate of using online learning within the institution in Bangladesh. The research further adds to the existing literature that explains adoption and acceptance behavior of online education.

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References

1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2007What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction 2008Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation 2009An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning 2003Extending the technology acceptance model to account for social influence: theoretical bases and empirical validation 2012Does PLS Have Advantages for Small Sample Size or Non-Normal Data?1 2003Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies 2012Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments

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