Investigating University Students' Online Proctoring Acceptance during COVID-19: An Extension of the Technology Acceptance Model

Autor/inn/en	Jiang, Xinyu; Goh, Tiong-Thye; Chen, Xinran; Liu, Mengjun; Yang, Bing
Titel	Investigating University Students' Online Proctoring Acceptance during COVID-19: An Extension of the Technology Acceptance Model
Quelle	In: Australasian Journal of Educational Technology, 39 (2023) 2, S.47-64 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	College Students; Electronic Learning; Supervision; COVID-19; Pandemics; Distance Education; Evaluation Methods; Student Experience; Student Attitudes; Social Behavior; Social Influences; Foreign Countries; China + Suchen Sie Ihr Suchwort? Collegestudent; Distance study; Distance learning; Fernunterricht; Studienerfahrung; Schülerverhalten; Social behaviour; Soziales Verhalten; Sozialer Einfluss; Ausland
Abstract	To ensure the normal operation of teaching and meet the needs of teaching quality assessment in the COVID-19 situation, universities in various countries have adopted online proctoring for assessment. The epidemic has accelerated the development of online education. Online proctoring, as an integral part of future online teaching, has not yet drawn sufficient attention. To understand students' experiences and attitudes towards initial online proctoring, an extended technology acceptance model was utilised to examine the motivations and barriers that influence students' online proctoring acceptance in terms of technology perception, presence and social influence. Structural equation models were used to analyse data from a questionnaire survey of 760 university students. Results revealed that social influence, social presence and perceived usefulness are the significant predictors of online proctoring acceptance. Social influence and social presence have significant positive effects on online proctoring acceptance through perceived usefulness, and social presence has a positive effect on perceived ease of use. However, perceived ease of use has a significant negative effect, while place presence has no significant effect. Implications, limitations and future work are discussed at the end. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01