An Appraisal of Students' Adoption of E-Learning Communication Tools: A SEM Analysis

Autor/inn/en	Ogemdi Uchenna, Eze; Uzoma Oluchukwu, Nwabunze
Titel	An Appraisal of Students' Adoption of E-Learning Communication Tools: A SEM Analysis
Quelle	In: Education and Information Technologies, 27 (2022) 7, S.10239-10260 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogemdi Uchenna, Eze) ORCID (Uzoma Oluchukwu, Nwabunze)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10975-z
Schlagwörter	Mass Media; Student Attitudes; Computer Attitudes; Adoption (Ideas); College Students; Electronic Learning; Technology Uses in Education; Foreign Countries; Expectation; Intention; Predictor Variables; Social Influences; Nigeria + Suchen Sie Ihr Suchwort? Massenmedien; Schülerverhalten; Ideas; Ideenfindung; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Expectancy; Erwartung; Prädiktor; Sozialer Einfluss
Abstract	This paper examined the adoption and usage of e-learning communication tools by Mass Communication students of selected privately-owned Nigerian universities. The unified theory of acceptance and use of technology (UTAUT) was the theoretical lens that guided the study. The online survey was used to gather data from 358 students. Data analysis was conducted using SPSS and WarpPLS Computer-based Statistical Software. The study found that effort expectancy (p < 0.001) was the strongest predictor of behavioural intentions. The study did not establish that age moderated the impact of performance expectancy, effort expectancy and social influence (p > 0.192) (p > 0.108) (p > 0.311) respectively on behavioural intentions. The results of this study supported the original UTAUT theory where performance expectancy, effort expectancy and social influence significantly predicted behavioural intentions. Both practical theoretical implications of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11