Abstract
COVID-19 has accelerated digital transformation in teaching-learning environments. Universities based on face-to-face models have had to quickly adapt their processes to ensure the success of remote teaching-learning systems in the last months. The growing demand for technological resources has meant an effort to understand the requirements and variables that affect students’ acceptance, intention to use, and adoption of these tools. This study aims to analyze students’ acceptance of online processes adopted by universities because of the COVID-19 scenario. Although this study is based on a Technology Acceptance Model (TAM), it also considers other factors, such as perceived efficiency and satisfaction. A questionnaire was built and distributed to 313 students. The data were processed using the Structural Equation Model (SEM) method. The results indicate that 30.7% of the students improved their views of remote education using online systems. However, 49.9% of students do not believe that face-to-face teaching-learning education will be replaced by virtual teaching-learning education in the long term. Our findings confirm that the enriched TAM model built provides a useful theoretical approach to understanding and explaining users’ acceptance of remote learning environments when there is a need to rapidly migrate from face-to-face to online teaching-learning processes.
Highlights
Technology plays a fundamental role in progress and has led to the redefinition of most products and services
RH1: positive attitudes towards using online systems would be significantly associated with the intention to use them
RH6: students’ perceived satisfaction when using online systems will impact their intention to use them. This analysis shows that the enriched Technology Acceptance Model (TAM) model is essential to understanding students’ perceptions of how universities have migrated from face-to-face to online teaching environments in the COVID-19 scenario
Summary
Technology plays a fundamental role in progress and has led to the redefinition of most products and services It has enabled new forms of consumption and enabled new ways of learning [1,2]. According to [6], traditional face-to-face education is just one modality of education, but information and communication technologies (ICT) allow educational institutions to offer alternative modalities, such as remote and online education [7,8,9] or enriching both approaches with hybrid modalities [10] In this context, the speed of learning is evident due to the fact that schools that use more technology provide learning communities for students to learn digital skills quickly
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