Abstract
During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.
Highlights
Teachers and students may perceive the importance of e-learning differently
Teachers usually focus on the importance of training and support that may enhance the effective use of e-learning platforms, whereas the perceived usefulness and ease of use are influential factors from the students’ perspective
This study focuses only on two constructs within the Technology Acceptance Model (TAM) theory, which have proven effective in investigating the continuous use of technology; these are perceived usefulness and ease of use. [65] adopted the view that the perceived usefulness (PU) and the perceived ease of use (PEOU) of technology form the baseline for examining individuals’ usage intentions
Summary
Teachers and students may perceive the importance of e-learning differently. Teachers usually focus on the importance of training and support that may enhance the effective use of e-learning platforms, whereas the perceived usefulness and ease of use are influential factors from the students’ perspective. The differences in their perspectives stem from the fact that their roles are different. No studies have put forward the implementation of two models that focus on how the perceived interactivity of education technology influences teachers’ and students’
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