Abstract
PurposeTechnology-enhanced learning (TEL), undoubtedly, creates a big difference in higher education students' knowledge and growth, which helps them become globally competitive in the job market eventually. The present study aims to investigate the effect of various factors, i.e. informational quality, compatibility, resource availability, subjective norms, subject interest, institutional branding and self-efficacy on students' adoption intention to TEL enrolled in different government and private educational institutes in Chhattisgarh state.Design/methodology/approachThe primary data were collected from 600 students from different universities and colleges using purposive sampling technique with “criterion sampling”. Hierarchal multiple regression (stepwise) analysis was used on the collected data.FindingsResults concluded that factors, i.e. compatibility, resource availability, subjective norms, subject interest and institutional branding are significantly and positively influencing students' adoption intention to TEL in Chhattisgarh, whereas self-efficacy and informational quality of TEL did not contribute significant effect for students' adoption intention.Originality/valueThere is a lack of research in the knowledge domain, especially in the field of TEL, in the state of Chhattisgarh. The different variables taken in the present study, such as informational quality, self-efficacy, institutional branding, subjective norms, resource availability, compatibility and subject interest of TEL, are the first of its kind where these variables are being examined on the students' adoption intention to TEL.
Highlights
Technology is everywhere in everything we are engaged (Muir-Herzig, 2004)
The analysis explained that compatibility, resource availability, subjective norms, subject interest and institutional branding of technology-enhanced learning (TEL) were predicted significant for students’ adoption intention to TEL which concludes that if these variables be kept in mind while preparing strategies and policies by educational institutions, a positive outcome in terms of high enrolment of students can be seen in the near future
TEL has become an inevitable alternative in the field of higher education where change is imperative in the current cut-throat globalised competitive environment
Summary
Technology is everywhere in everything we are engaged (Muir-Herzig, 2004). Looking at current trend, the future will be more full of technology-equipped environment. The present research studies the effect of various factors i.e. informational quality, compatibility, resource availability, subjective norms, subject interest, institutional branding and self-efficacy on students’ adoption intention to TEL enrolled in different higher education institutions in Chhattisgarh state. Finlay et al (1999) defined subjective norm, as the individual’s thinking and opinion based upon what others believe that they perform or not to perform in a precise manner Social influence such as perceived pressure and motivation to pursue specific tasks has found to be directly linked with intention to adopt learning technologies (Schepers and Wetzel, 2007; Hussein, 2018). What effect does the various factors i.e. informational quality, compatibility, resource availability, subjective norms, self-efficacy, subject interest and institutional branding have on students’ adoption intention enrolled in different higher education institutions of Chhattisgarh state.
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