The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events

Prageeth Roshan Weerathunga,Mohammad Nurunnabi,M M S C Madhunimasha,H N Rathnayake,W H M S Samarathunga,S B Agampodi

doi:10.3390/educsci11080436

Prageeth Roshan Weerathunga, Mohammad Nurunnabi + Show 4 more

Open Access

https://doi.org/10.3390/educsci11080436

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Abstract

This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention–behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention–behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities.

Highlights

The Coronavirus disease of 2019 (COVID-19) rampaged across the globe, and as a result, half of the world was forced to shut down by April 2020
The results indicate that SE, RE, EX, Computer Anxiety (CA), and Facilitating Conditions (FC) are significantly associated with Perceive Ease of Use (PE) and/or Perceived Usefulness (PU)
The COVID-19 pandemic has led to an unprecedented transformation in the education sector, with teaching and learning shifting entirely online

Summary

Introduction

The Coronavirus disease of 2019 (COVID-19) rampaged across the globe, and as a result, half of the world was forced to shut down by April 2020. The United Nation Children’s Fund (UNICEF), Microsoft Corporation, and Cambridge University announced the expansion of their global online learning platform called “Leaner Passport” to provide education to students affected by the COVID-19 pandemic [4]. While this massive shift in traditional in-class face-to-face education is a huge challenge for both teachers and students, it is unknown how these changes have affected the students learning behaviour and the effectiveness of online learning or e-learning. Extant studies have emphasised certain obstacles to e-learning, such as lack of self-discipline, motivation, appropriate study materials, and a good learning atmosphere [2], identifying how present changes in the learning environment (due to the COVID-19 outbreak) have influenced student learning behaviour—in particular, their e-learning behaviour—is timely and important

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