Abstract
ABSTRACT Social media educational tools represent an opportunity for higher education (HE) institutions to enhance postgraduate students’ skills development. LinkedIn Learning can be used to complement classroom teaching and learning. However, the drivers and outcomes of this tool remain a gap in the literature. This study uses a cross-sectional research design and data from 232 postgraduate students at a university in the United Kingdom (UK). The results of structural equation modelling indicate that facilitating conditions and habit are the main drivers of students’ behavioural intention to use LinkedIn Learning, and the actual use of this tool contributes to students’ skills development and satisfaction. The results indicate that age moderates the relationships between effort expectancy, social influence, habit and behavioural intention of using LinkedIn Learning. The findings contribute to the effective integration of LinkedIn Learning as an additional tool that may complement teaching and learning, improving postgraduate students’ skills development and satisfaction.
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