Abstract
The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEPs). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included 453 university students using DEPs in the Kingdom of Saudi Arabia. A quantitative approach was adopted, and the results revealed that both perceived ease of use and usefulness have a strong influence on student intentions to use DEPs. Observational learning and computer self-efficacy also strongly influence perceived ease of use, and learner control with scaffolding was shown to significantly influence perceived usefulness. Moreover, the results confirmed the significant effect of perceived ease of use on perceived usefulness. Accordingly, the results provide valid support for an integrated framework including both TAM and SCT to understand how students may accept DEPs to improve their educational performance. This integration would help the decision-makers who are responsible for managing these platforms to assess the real needs of students at all higher education institutions.
Highlights
distance education platforms (DEPs) have become widespread in their use in both learning and training, especially in higher education; in many ways, they have become more sensible and usable than traditional education methods
The present study examines four external factors arising from social cognitive theory (SCT): observational learning, learner control with scaffolding, self-regulation, and computer self-efficacy, which are related to the technology acceptance model (TAM) variables of perceived ease of use, perceived usefulness, and intention to use DEPs
The results of the present study have shown that observational learning, learner control with scaffolding, and computer self-efficacy are crucial factors of SCT and that such factors can positively influence student intentions to use DEPs when employed with the Technology Acceptance Model (TAM) model
Summary
DEPs have become widespread in their use in both learning and training, especially in higher education; in many ways, they have become more sensible and usable than traditional education methods. DEPs have been considered in many research works since they allow us to address the most common problem in higher education: providing full and equal access to learning for all students who are at the same learning level. DEPs enable flexibility in the learning process in terms of the educational schedule, the work that students can perform, and the delivery of assignments [1,2]. DEPs can provide students with a thoughtful, interactive, representative, and collaborative learning environment [3] while saving on costs, time, and effort. In DEPs , students can spend their time learning in a more efficient way, and alternative class material is more widely available and useable [5]. By using the student-centered approach in DEPs , the students can frequently follow up with their progress online [2]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
