Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

Yumi Yi,Rosemary Hyejin Moon

doi:10.3390/su13158203

Abstract

In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms.

Highlights

Introduction and Leandro AlmeidaMore than a year has passed since the first case of coronavirus disease (COVID-19)was reported in December 2019 [1]
Considering the above, this study focuses on technology readiness (TR) as a major factor influencing the sustained use intention of education via virtual meeting platforms
The results failed to reach the recommended cutoffs [62] for root mean square error of approximation (RMSEA) (0.95), and comparative fit index (CFI) (>0.95), we confirmed that the current second order model outperformed alternative models such as first order one-factor, two-factor, and eight-factor models

Summary

Introduction

More than a year has passed since the first case of coronavirus disease (COVID-19). Was reported in December 2019 [1]. The entire world has been experiencing the current pandemic, with many countries implementing stay-at-home regulations to stop the spread of the virus. Organization (UNESCO) statistics, 190 countries had closed their educational institutions as of May 2020; these institutions account for approximately 90% of the world’s students. Among these countries, 100 have not yet announced the reopening of schools, 65 have partially reopened their schools, and 32 have announced that students will complete their education online [2].

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