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Online and distance learning classes have been touted for the last several years as an innovation in higher education that should help improve the entrepreneurial growth mindset of students. However, the reported negative online learning experience of many college students worldwide during the COVID-19 epidemic has shown that many opportunities remain to improve the sustainable development and growth of online visual instruction practices. In this study, we outline and investigate a set of hypotheses related to the perceived usefulness and perceived ease of use (from TAM) of online video instruction in higher education courses during the pandemic. We employ grounded theory using autoethnographic case studies as a data source. We found that (a) synchronous broadcast lectures improve participant attitude (H1) and motivation (H2) toward online instruction, (b) prerecorded video instruction increases participant perceived "ease of use" (H3) and perceived behavioral control (H4) of online instruction, but (c) indicators of recorded dates on pre-recorded video instruction decreases participant perceived "usefulness" (H5) and "certainty" (H6) of online instruction. We enrich the insights of popular motivation models for organizations and the higher education industry by outlining a set of emotional elements originating in neuroscience leadership research (SCARF) that might either amplify or diminish the perceived the ease of use and perceived usefulness to technology usage relationships when participations engage in online learning situations.
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PurposeThis research aims to use meta-analytical structural equation modeling to look into how hospitality employees use technology at work. It further investigates if the relationship between the constructs of the technology acceptance model (TAM) is moderated by job level (supervisory versus non-supervisory) and different cultures (eastern versus western).Design/methodology/approachIn total, 140 relationships from 30 empirical studies (N = 6,728) were used in this study's data analysis in accordance with the preferred reporting items for systematic reviews and meta-analysis.FindingsThe findings demonstrated that perceived usefulness had a greater influence on "user attitudes” and "acceptance intention” than perceived ease of use. This study also identified that the effect sizes of relationships among TAM constructs appeared to be greater for supervisory employees or in eastern cultures than for those in non-supervisory roles or western cultures.Practical implicationsThe findings provide valuable information for practitioners to increase the adoption of employee technology. Practitioners need to focus on the identification of hospitality employee attitudes, social norms and perceived ease of use. Moreover, hospitality practitioners should be cautious when promoting the adoption of new technologies to employees, as those at different levels may respond differently.Originality/valueThis is the very first empirical investigation to meta-analyze the predictive power of the TAM in the context of hospitality staff technology adoption at the workplace. The findings also demonstrated differences in the predictive power of TAM constructs according to job level and cultural differences.
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The significance of information and communication technologies in the educational sector in the last few decades has tremendously increased. The current study aims to examine the significance of various individual factors such as teachers' self-concept, self-efficacy and ICT-related subjective self in predicting their perceptions of ICT usability leading to enhance preschool children's learning outcomes. To achieve the study objectives, the authors applied a quantitative research methodology. After surveying 386 preschool teachers in 55 preschools, the data were analyzed using SmartPLS software. Most educational institutions have transformed their traditional modes of education into virtual classrooms. Technological intrusion in the educational sector has increased during COVID-19 and is persistent in the post-COVID era. Similarly, in universities and colleges, the inclusion of digital technologies in preschools has remarkably increased. The current study adds value to the existing body of literature by extending the existing TAM3 to TAM3+ by adding a new domain of subjective self and predicting preschool teachers' ICT usage in the classrooms and the interaction of this usage with technical support to enhance the preschool children's learning outcomes. © 2023 by the author;licensee Asian Online Journal Publishing Group.
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This study uses the theory of social learning to investigate the relationship between hedonic and utilitarian motivation and e-commerce online shopping intentions. Based on a literature review, four hypotheses and eight sub-hypotheses are proposed. The study's novelty derives from the study region and the implications of the COVID-19 pandemic. The results indicate a correlation between utilitarian and hedonic motivation and online shopping intentions, while information searching is a significant predictor of online purchase intentions. This paper contributes to both the academic and practical fields, and e-vendors can use it as a framework to manage website activity.
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PurposeThe paper intends to comprehend the pattern of usage of FinTech services among bank customers during the COVID-19 pandemic. The paper also examines the factors influencing the adoption of FinTech services by using the constructs from the technology acceptance model (TAM) together with highlighting the issues faced in using FinTech services in Assam.Design/methodology/approachThe research is empirical in nature. Data have been collected from 1,066 prime earners of the households having a bank account.FindingsThere has been an upsurge in the use of FinTech services in the area of study. Apart from government and private service employees, businessmen, self-employed professionals, many daily-wage earners and agriculturists have also experienced an increase in their frequency of usage of FinTech services thereby making technology-based financial services an indispensable tool in enhancing access, improving inclusivity in the times of crisis and aftermath. Government support, trust, perceived usefulness (PU), attitude and social influence have a positive influence on FinTech adoption;however, perceived risks impact respondents' trust towards FinTech services thereby requiring necessary measures to evaluate organizations' preparedness to deal with cyber threats.Originality/valueThe paper provides insight into the factors impacting the adoption of FinTech services to stimulate superior connectivity infrastructure, robust security measures and maintaining financial stability with adequate supervisory and monitoring regulations to enhance trust towards FinTech services during the crisis and aftermath.
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The key objective of our study involves devising a conceptual model for estimation of social media acceptance by students for effectively accomplishing their educational and academic goals. Factors e.g., perceived social capital, social influence, and perceived mobility that associated with student acceptance of social media were investigated, and integrated into the TAM model using the PLS-SEM. Data were collected through online survey (461 students) at UAE universities. The findings revealed that mentioned factors positively affected students' intention to use social media during their learning process. Respondents' behavioral intention were also linked to both the core and external constructs of the TAM. Important practical insights on technology acceptance in education were provided. © 2022 IEEE.
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Studies have been conducted on university students' acceptance of e-learning systems during COVID-19. However, less attention has been paid to students' use of e-learning post-pandemic. This research provides a more comprehensive framework to investigate the effects of e-learning students' various quality perceptions on attitude, learning engagement, and stickiness toward e-learning platforms. A survey-based quantitative method is adopted by this study in which sample data are collected from students in Australian universities. A total of 403 valid samples were analysed using covariance-based structural equation modelling. This study found that students' perceived educational quality, service quality, information quality, and technical system quality play different roles in their attitudes and behaviours towards e-learning. It expands the information system success model by comparing the effects of students' various perceived qualities on their ongoing commitment to e-learning. It provides insights to e-learning providers in pursuing better designs and more sustainable development of educational information systems.
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PurposeBased on the technology acceptance model (TAM) and perceived risk theory (PRT), this study proposes a new model for exploring factors affecting citizens' intentions to use e-government in the Vietnamese context during the COVID-19 pandemic.Design/methodology/approachThe current study takes the form of a case study of the Vietnam context and employs a quantitative method. An Internet-based survey was conducted in Vietnam and was completed by 441 respondents. Hypotheses were tested using a two-stage structural equation model. SPSS 22 and AMOS 20 software were used for primary data analysis.FindingsThe findings reveal that factors of TAM are still valuable in predicting citizens' intentions to use e-government services during the COVID-19 pandemic. In addition, the factor of PRT, namely, perceived risk of COVID-19 pandemic, also affects citizens' intentions to use e-government services. Attitudes toward e-government play a mediating role in the relationships between perceived usefulness, perceived risk and citizens' intentions to use e-government. Examining the predictive power of TAM and PRT factors, it can be seen that TAM factors have a higher total effect on citizens' intentions to use e-government, compared to PRT factor.Originality/valueThe present study demonstrates a new model for exploring factors affecting citizens' intentions to use e-government during the COVID-19 era. It explored the effectiveness of combining TAM and PRT as well as the predictive power of each factors in an integrated model aimed at predicting citizens' intentions in the emergency context like COVID-19. This study helps us improve our understanding of e-government usage and would be of particular interest to policymakers and service providers of e-system.
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Tumor-associated macrophages (TAMs) are one of the most abundant immune components in the tumor microenvironment and play a plethora of roles in regulating tumorigenesis. Therefore, the therapeutic targeting of TAMs has emerged as a new paradigm for immunotherapy of cancer. Herein, the review summarizes the origin, polarization, and function of TAMs in the progression of malignant diseases. The understanding of such knowledge leads to several distinct therapeutic strategies to manipulate TAMs to battle cancer, which include those to reduce TAM abundance, such as depleting TAMs or inhibiting their recruitment and differentiation, and those to harness or boost the anti-tumor activities of TAMs such as blocking phagocytosis checkpoints, inducing antibody-dependent cellular phagocytosis, and reprogramming TAM polarization. In addition, modulation of TAMs may reshape the tumor microenvironment and therefore synergize with other cancer therapeutics. Therefore, the rational combination of TAM-targeting therapeutics with conventional therapies including radiotherapy, chemotherapy, and other immunotherapies is also reviewed. Overall, targeting TAMs presents itself as a promising strategy to add to the growing repertoire of treatment approaches in the fight against cancer, and it is hopeful that these approaches currently being pioneered will serve to vastly improve patient outcomes and quality of life.
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Neoplasms , Tumor-Associated Macrophages , Humans , Immunotherapy , Macrophages , Neoplasms/pathology , Quality of Life , Tumor MicroenvironmentABSTRACT
Cloud computing (CC) is a revolution that can provide information technology (IT) as a service. CC offers infrastructure, platform, and software services, as demand peaks and surges. This paper aims to investigate how prospective adopters behave when external factors such as "Coronavirus Pandemic- COVID-19” impact their technology adoption decision-making. The study also explores how a prospective adopter behaves i.e., if his/her intention to adopt any new innovation increases in presence of stronger disruptive factors (COVID-19). This research empirically examines if the intent to adopt secured (online) services impacts actual CC adoption (CCA) in pre-COVID-19 and during COVID-19 eras. It also provides an idea of how prospective adopters behave when they face disruptions caused by the pandemic situation, and how the holistic relation is reflected in terms of its influence on academic performance. This study has used Technology Acceptance Model (TAM) with sequential mediation effect of intent to adopt secured online services and CCA on Academic Performance (AP) using a sample of 867 students from 25 different Indian universities in Tier 1 and Tier 2 cities. Using AMOS, a structural equation modelling was conducted to test the research model. The results highlight that there is a significant difference between the influence of perceived usefulness (PU) as well as perceived ease of use (PEOU) on CCA due to COVID-19. The results also provide empirical evidence of gender moderating the relationship of PU as well as PEOU with CCA. This is the first study that provides comparative results from pre-COVID and post-COVID era, this work provides a reference point to practitioners and academicians, especially when evaluating factors before making a final decision regarding any emerging technology's adoption. © 2023 Elsevier Inc.
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As key players in our society, universities have a special responsibility for sustainable development. As institutions of education, research, and services, universities are key players in the sustainable development of society and the economy. With the health crisis caused by Covid-19, it was necessary to introduce digitalized teaching. We could even say that Covid-19 is an accelerator for students' and teachers' acceptance of digital technologies in teaching. In many universities, there is still some impotence on how distance or short-term university teaching can take place. In the European higher education area, there has long been a commitment to greater digitalization of teaching under the keyword e-learning, so we set out to analyze these issues in the Romanian university environment. The results show that substantial efforts have been made, but these efforts must be continued to be successful and to reach a sustainable university.
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As an effect of the digital transformation encountered by higher education institutions in the post-pandemic phase, the current study aims to inspect the factors affecting the actual use of mobile learning among higher education students. A novel hybrid model based on the information system success and technology acceptance models was proposed and tested. The study included 400 undergraduate and postgraduate students from four Saudi universities who responded to a questionnaire consisting of two parts and seven dimensions, with a total of 26 items. For the analysis, a quantitative approach was applied using structural equation modeling. The results displayed that information quality had no impact on the actual use of mobile learning among higher education students. In contrast, other quality factors (system quality, service quality, and satisfaction) and perceived factors (perceived usefulness and perceived ease of use) had a positive effect. Accordingly, this study proposed an integrated framework to assist decision makers at higher education institutions in scaffolding students to develop their educational performance by depending on mobile applications comprising high-quality factors that address their real needs. This would also enable higher education institutions to enhance their digital transformation experience, thus contributing to achieving positive learning sustainability after the pandemic.
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This study seeks to explore the effect of fear emotion on students' and teachers' technology adoption during COVID-19 pandemic. The study has made use of Google Meet© as an educational social platform in private higher education institutes. The data obtained from the study were analyzed by using the partial least squares structural equation modeling (PLS-SEM) and machine learning algorithms. The main hypotheses of this study are related to the effect of COVID-19 on the adoption of Google Meet as COVID-19 rise s various types of fear. During the Coronavirus pandemic, fear due to family lockdown situation, fear of education failure and fear of losing social relationships are the most common types of threat that may face students and teachers/educators. These types of fears are connected with two important factors within TAM theory, which are: perceived ease of use (PEOU) and perceived usefulness (PU), and with another external factor of TAM, which is subjective norm (SN). The results revealed that both data analysis techniques have successfully provided support to all the hypothesized relationships of the research model. More interesting, the J48 classifier has performed better than the other classifiers in predicting the dependent variable in most cases. [ FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Research background: Traditional financial institutions are facing new competitors - FinTech lenders. The development of these entities and their services depends on many factors, including the level of their acceptance and use by potential and/or current customers. This acceptance determines the ability to create desired financial results and defines the set of FinTech lenders' activities and also their environment aimed at shaping the offer which meets their consumers' expectations. The limited number of studies addressing the identification and assessment of the impact exerted by the adoption factors of lending services offered by FinTech lenders and the lack of such analyzes relating to these decisions made by consumers from Central and Eastern Europe argue for the need to conduct such research. Purpose of the article: Identify factors driving consumers' adoption of digital lending services offered by FinTech lenders in Poland. Methods: Critical analysis of the source literature, descriptive and comparative analysis, diagnostic survey, econometric methods (PCA, SEM used in the TAM). Empirical data come from the surveys carried out in May 2022 using the CAWI method and covering a representative sample of 1,000 Poles. Findings & value added: The study identified factors driving consumers' adoption of digital lending services, including perceived trust, risk, usefulness and financial health. It has been proven that the perceived ease of use and innovation do not represent the statistically significant constructs influencing the accepted adoption attitudes. The adopted research model shows a considerable power to explain the intention of using digital loans. The article is the first scientific study of this type discussing the identification of adoption factors for loan services offered by FinTech lenders operating on the Central and Eastern European market. The presented example of Poland being the leader in this dynamically developing market provides the background for conducting international comparative studies in the future.
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Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers' extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers' technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers' behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers' behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers' TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.
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This study explored MSME's knowledge, usage, and preference of different Digital Technologies in business. This study will further reveal the preference of registered small business units between cash and cashless transaction. The researcher adopted the primary data collection method for this study. The owners/managers of the registered small business units were directly questioned. The data is collected from the Karkardooma complex area situated in the national capital of India i.e., Delhi. The information was gathered between December 2020 and February 2021. The findings of the study reveal that awareness among small business units about different digital payments and their advantages is high, but adoption is low. The result of the study indicates that the original TAM model i.e., perceived ease of use and perceived usefulness along with other factors i.e., subjective norm and selfefficiency has a significant impact on the behavioral intention of MSMEs. Further, demonetization and COVID-19 have forced many small businesses to opt for Cashless transactions but still, they prefer cash.
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Previous research disclosed that teachers faced challenges while using different learning management systems during the COVID-19 outbreak. This study investigated teachers' perceptions of Microsoft Teams' functionalities and the extent to which they are related to teachers' time spent on it as well as the various factors associated with their syllabus coverage. Situated within human-computer interaction theory, 157 university teachers at Chouaib Doukkali University, Morocco, were administered a questionnaire that measured their perception of the functionalities offered by Microsoft Teams. Results indicated that teachers' perceptions of the functionalities offered by learning management systems also play an intervening variable in the deployment of these tools in teaching. Hence, this paper calls for an extension and re-adaptation of existing models such as the technology acceptance model and the system usability scale to include an evaluation of the functionalities offered by these tools.
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COVID-19 pandemic was a global crisis in one hand but at the same time it positioned distance learning in the forefront of the education worldwide. Digital educational and MOOC methodologies were suddenly utilised in wide spectrum - but with mixed results. In our paper we show that MOOC type of education can be an operational model for mass personalisation in higher education. Building on Technology Acceptance Models (TAM), we demonstrate the results of an empirical exploration research proving that such an autonomous - kind of 'campusless' - digital educational solution can be acceptable to higher education students. We conclude that MOOC education has proved to be viable/relevant based on the experience of our analysed population, but only if it efficiently supports learning and is suitable to promote autonomous learning. It also means that a simple solution does not necessarily result in a positive attitude among students.
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Some organizations face significant shifts in their teaching settings and emerging teaching developments, and new technology-driven practices. Today's students are raised in a technologically advanced environment, unlike their predecessors. Higher education institutions must find innovative ways to serve diverse instructional requirements, learning stages, methodologies, and preferences. Many students and educators were exposed to online education during the Covid-19 pandemic and started to adapt to new behavior for the new-normal blended learning. The authors suggest a model for assessing the effectiveness of blended learning programs in higher education institutions in this paper. The model was implemented and tested on Kuwait University students.
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The current situation caused by COVID-19 has accelerated the change in lifestyles and therefore Universities have had to modify their teaching-learning models. The objective of this work is to explore the factors that affect the perception of satisfaction and the learning results of those when using online learning applications. Through a quantitative methodology and using as a basis the Technology Acceptance Model (TAM) and the Information Systems Success Model (ISs), the results were analyzed by means of PLS-SEM (Partial Least Squares-Structural Equation Modeling). The data were collected through a survey conducted by a structured questionnaire and sent to students of different levels of higher education. Among the main findings, it was obtained that the higher the satisfaction of users of online learning platforms, the higher the results. The information obtained can contribute to the Universities being able to enhance this type of tool to efficiently achieve the proposed educational objectives.