Learning Complex Technology Online: Effect of Challenge and Hindrance Techno-stressors on Student Satisfaction and Retention
Communications of the Association for Information Systems
; 52, 2023.
Article
Dans Anglais
| ProQuest Central | ID: covidwho-2320732
ABSTRACT
Despite increasing attention to online learning worldwide, learning complex technologies online has always been challenging and even hindersome to students, who are subjected to elevated levels of technostress. In contrast to most previous studies that focused on the negative side of technostress, this study investigated both the negative and positive sides of technostress. Based on the challenge hindrance framework (CHF), the holistic stress model (HSM), and the person-environment fit (P-E Fit) model, we examined how challenge and hindrance techno-stressors caused distress and eustress in online students and lead to associated outcomes. We empirically validated the research model by analyzing survey data collected from 565 online graduate business students enrolled at a university in the United States. The results revealed that some hindrance and challenge techno-stressors were associated with techno-distress and techno-eustress, which further impacted student satisfaction and student retention. We discussed the contributions and implications and provided future research directions.
Computers--Information Science And Information Theory; Technostress; Eustress; Distress; Online Learning; Complex Technology; Colleges & universities; Students; Technology education; Teaching; Digital libraries; Higher education; Job satisfaction; Science education; Student retention; School environment; Pandemics; Medical research; Mathematics education; STEM education; Information systems; Literature reviews; Coronaviruses; Distance learning; COVID-19; 51921:Libraries and Archives
Collection:
Bases de données des oragnisations internationales
Base de données:
ProQuest Central
Type d'étude:
Études expérimentales
langue:
Anglais
Revue:
Communications of the Association for Information Systems
Année:
2023
Type de document:
Article
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