Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

Purpose: The impact of the COVID-19 pandemic provides the scope to conduct online classes in the university teaching methods. This study aims to investigate the impact of technology self-efficacy on students' behavioral intention on the effectiveness of online learning. Design/methodology/approach: This study was conducted with 323 university students using the online survey platform. Data analysis was acquired by implementing the partial least squares technique to obtain the results. Findings: The findings revealed that the COVID-19 pandemic affects technology self-efficacy. Technology self-efficacy has a significance on perceived usefulness (PU) and ease of use, which influences students' behavioral intention to use online learning effectively. The results identified that user innovativeness facilitated the relationship between PU and behavioral intention to use online learning efficiency. Originality/value: This study has a significant insight into the higher educational institutes and academia that lessons from the impact of the COVID-19 pandemic on technology self-efficacy toward online learning effectiveness. © 2023, Emerald Publishing Limited.

Job demands and technology overload influencing work stress in organizations during the COVID-19 pandemic

PurposeThis study is based on the stimulus-organism-response (SOR) model to examine how job demands and technology overload affect work stress for workers using video conferencing apps (VCAs) in organizations during the COVID-19 pandemic. Moreover, the moderating effect of technology self-efficacy was tested in the model on the relationship between technology overload and work stress.Design/methodology/approachAn online survey was conducted to investigate workers on PTT forums in Taiwan. A sample was obtained of 253 workers, and structural equation modeling was conducted using AMOS to test the hypotheses.FindingsJob demands positively affect work stress through information overload, communication overload and system feature overload. Moreover, high technology self-efficacy may weaken the relationship between technology overload and work stress.Research limitations/implicationsThe study may have sample bias because our sample was obtained from an online survey on social networking sites. Regarding the theoretical implications, this study demonstrated that technology overload, as an internal organism, is a critical mediator influencing the relationship between job demands (stimulus) and work stress (response). Thus, this study extended the applicability of the SOR model in the context of working with VCAs in organizations.Practical implicationsCompany managers need to effectively control the information amount, communication interruptions and system features of social media at optimum levels for workers. Moreover, companies should recruit workers with high technology self-efficacy or provide technology training and technology-related consulting to those with low technology self-efficacy.Originality/valueThe extant work stress knowledge is extended to workers using VCAs in organizations.

Utilizing Learning Management System Technology: Modelling the Tripartite Relationships Among Previous Technology Use Experience, Technology Self-Efficacy, and Use Behavior

This study sought to find out how previous technology use experience, technology self-efficacy, and use behavior relate among themselves towards learning management system (LMS) technology uptake. This is because LMS has been adopted by higher educational institutions during both the COVID-19 lockdown and post-COVID-19 era. Nonetheless, evidence shows lack of training of tutors in utilizing the LMS technology for pedagogical purposes during the emergency remote learning paradigm. Owing to that, most tutors relied on their previous technology use experiences to cultivate a self-belief towards the actual use behavior of leaning management system for their teaching and learning. Consequently, a quantitative approach based on a survey design was adopted, and questionnaire used to collect data from a purposive sample of 267 tutors in a traditional face-to-face distance setting. Results from a partial least squares structural equation modelling approach proved a positive statistically significant effect of both previous technology use experience and technology self-efficacy on LMS use behavior. Additionally, previous technology use experience positively determined technology self-efficacy with the latter having a significant indirect and mediation effect on the former towards LMS use behavior. The results of this study provided insights into the tripartite relationships existing among these three important variables. Based on the findings, recommendations were made to higher educational institutions towards the adoption of LMSs by tutors. © 2022 by authors.

E-learning Acceptance Model in a Pandemic Period with an Expansion to the Quality of Work Life and Information Technology Self-Efficacy Aspects

The research is inspired by the COVID-19 pandemic which affects face-to-face learning and leads to the e-learning system. However, educational institutions and related parties are not prepared for this sudden change. So, it is interesting to research the students’ intentions related to learning during the pandemic in the framework of the Technology Acceptance Model (TAM). Specifically, the research aims to analyze the acceptance and satisfaction model of e-learning users amid the pandemic. The proposed model that predicts student intentions and satisfaction with e-learning is an expanded TAM with factors such as quality of work life and information technology self-efficacy. The research provides empirical evidence related to the quality of work balance and the ability to use information technology related to e-learning access, in addition to other factors in the TAM. The data are collected by distributing online questionnaires with a snowball sampling model. The sample includes students who voluntarily fill out the questionnaire from various Indonesian universities. Then, the structural equation model processes the data using a Partial Least Square (PLS) approach and analyzes it through the SmartPLS3 program. The results show that the variables of quality of work life and information technology self-efficacy, such as computers, the Internet, and communication, can explain the acceptance of e-learning models, especially during a pandemic. As an implication of the results, the teachers should focus on e-learning designs that facilitate access to learning material and student-teacher interactions to attract intentions and increase students’ satisfaction in using e-learning. © 2022 Authors. All rights reserved.

The COVID-19 pandemic and student engagement in online learning: The moderating effect of technology self-efficacy

This study examines the moderating effect of technology self-efficacy on the relationship between online learning and student engagement in a higher education setting. A survey was used to gather data from participants (n=425) who were sampled from a population of registered students in a Technical University in Ghana. The data gathered were examined using hierarchical regression analysis. Results revealed that, technology self-efficacy strengthens 1) the positive relationship between online learning environment and student engagement;and 2) the positive relationship between instructional resources and student engagement. Secondly, the results revealed that the type of device used by students in the online learning environment has a positive and significant effect on student engagement. Conversely, findings of the current study show that while gender has a negative but significant effect on student engagement, age and academic discipline have insignificant effect on student engagement in the online learning setting. These findings among others lead the authors to propose ways that future studies could examine how technology self-efficacy, learning devices, instructional resources, institutional support systems and the online learning environment could be developed to enhance effective student engagement.

The Selectivity and Suitability of Online Learning Resources as Predictor of the Effects of Self-Efficacy on Teacher Satisfaction During the COVID-19 Lockdown.

Online learning resources (OLR) play an important role in teaching and learning in the process of online learning. Teachers will be satisfied with selectable and suitable online learning resources, which can promote their self-efficacy to facilitate online teaching and learning. This study proposed a model to examine the effects of the selectivity of online learning resources (SE-OLR) and the suitability of online learning resources (SU-OLR) on teachers' online teaching satisfaction, and the mediating role of technology self-efficacy (TECHN-SE) and online teaching self-efficacy (OT-SE) between them. The results indicated that SE-OLR and SU-OLR positively affected teachers' online teaching satisfaction; TECHN-SE and OT-SE positively influenced teachers' online teaching satisfaction, while TECHN-SE and OT-SE played mediating roles between SE-OLR and SU-OLR and teachers' online teaching satisfaction. The findings have implications for the design and development of online learning resources to improve teachers' satisfaction and facilitate students' learning effectiveness and teachers' online teaching.

The Effect of Perceived Risk and Technology Self-Efficacy on Online Learning Intention: An Empirical Study in Vietnam

In an effort to find ways to increase the effectiveness of online education, literature and empirical study based on the Technology Acceptance Model (TAM) have addressed a variety of questions, including perceived ease of use (PEU) and perceived usefulness (PU). After TAM, extensive studies have focused on the impact of extrinsic factors on PEU and PU, including Self-efficacy and Perceived Risk. This study aims to analyze the direct, indirect, and moderating effects of Self-efficacy and Perceived Risk on Online Learning Intention (OLI). Data was collected through a survey method from 472 students studying at universities in Vietnam. The collected data was analyzed using the PLS-SEM technique to test the hypotheses. The findings reveal that Technology Self-Efficacy influences the intention to take online courses both directly and indirectly through Perceived Ease of Use and Perceived Usefulness. Besides, Perceived Risk COVID-19 also has a positive effect on online learning intention, and plays a role as a moderating variable on the impact of PU on OLI. These findings suggest that students will have a stronger intention to study online when they are confident in their ability to use technology. When they believe in their ability to use technology, their online learning intention will also increase.