Abstract
After the outbreak of COVID-19, schools heavily depend on e-learning technologies and tools to shift from in-person class to online. This review article analyzes the changes of technology evolution and technology adoption of e-learning in pre- and post-COVID-19 based on the Technology System Evaluation Theory (TSET) and technology adoption of e-learning based on the Unified Theory of Acceptance and Use of Technology (UTAUT). We intend to explore the interaction of technology evolution and technology adoption in the different focus of e-learning technology in the two stages and the particularity and heterogeneity of the UTAUT model. The results indicate that (1) The moderating results of technology evolution are proposed and evaluated under the UTAUT model before the COVID-19 outbreak. Studies after the COVID-19 pandemic paid more attention to technology efficiency rather than effectiveness; (2) Research on e-learning focuses on the infrastructure to reach more users after the outbreak of COVID-19 because e-learning is the only way to continue education; (3) COVID-19 fear moderates the relationship between the external factors and the behavior intention of e-learning users. The lack of financial support on technology evolution will directly weaken the implementation of new technology. Social Isolation offers more opportunities for students to engage in e-learning. Meanwhile, it slows down the implementation of e-learning because of out-to-date hardware and software. This article offers an enhanced understanding of the interaction of technology evolution and technology adoption under unexpected environments and provides practical insights into how to promote new technology in a way that users will accept and use easily. This study can be tested and extended by empirical research in the future.
Highlights
The theoretical foundation for our research study is drawn from the Technology System Evaluation Theory (TSET) and the Unified Theory of Acceptance and Use of Technology (UTAUT)
The lack of funds to maintain the online system will affect the usage of e-learning. It has already been predicted by some higher education institutions (HEIs) that the economic recession resulted from COVID-19 would have an impact on international students and their families and cause unexpected university closure in short term and long term
This unplanned and unprecedented disruption society and educasociety and education caused the schooling to migrate to an onlinetoenvironment. This the trend seems totorepresent changing of most countries when they reacted seems to represent the changing of most countries when they reacted to COVID-19
Summary
During the COVID-19 pandemic, the effectiveness and efficacy of e-learning for students in different age groups have been challenges Their intention to accept and use e-learning was changed because of the decrease of financial support on education as well as the increase of social isolation. After realizing technology evolution and technology adoption are not isolated in practical, we combine Technology System Evaluation Theory (TSET) and Unified Theory of Acceptance and Use of Technology (UTAUT) to answer our research questions This combination extends the research boundary of these two theories as well as explains the interaction of COVID-19-related external factors, e-learning changes and behavior intention of e-learning users. COVID-19 and expand the Unified Theory of Acceptance and Use of Technology (UTAUT) by adding COVID-19 fear as a new moderator factor to monitor the change of behavior intention affected by social isolation and insufficient financial support
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