Factors Affecting Online Self-Learning Acceptance among Older Adults after the Pandemic: Living Arrangements and Gender as Mediators

Autor/inn/en	Liu, Dawei; Zhang, Liqiu
Titel	Factors Affecting Online Self-Learning Acceptance among Older Adults after the Pandemic: Living Arrangements and Gender as Mediators
Quelle	In: Educational Gerontology, 49 (2023) 5, S.400-417 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Liqiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2023.2196497
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Online Courses; Independent Study; Older Adults; Place of Residence; Gender Differences; Educational Technology; Value Judgment; Social Influences; Usability; Trust (Psychology); Costs; China + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Selbststudium; Älterer Erwachsener; Wohnort; Geschlechterkonflikt; Unterrichtsmedien; Werturteil; Sozialer Einfluss; Cost; Kosten
Abstract	Research on acceptance of online self-learning is regularly based on the technology acceptance model (TAM), but less has been discussed on older adults. This article expands TAM by taking living arrangements and gender as moderators after the pandemic. Utilizing a structural equation model based on the partial least squares technique to examine how living arrangements and gender differences influence the acceptance of online self-learning among older adults above 55 in China. Findings show that male older adults favor status and value orientations, so their self-learning intention was significantly affected by perceived usefulness and social influence. Female ones prefer social and utilitarian orientations; therefore and their online self-learning behavior was affected by perceived usefulness, perceived ease to use, social influence, trust, and perceive financial cost. Types of living arrangements moderated TAM significantly among older adults. This article deepens the theoretical discussion and cognition of the TAM model in the online self-learning of older adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01