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Factors that influence student intention to adopt online learning: A structural equation modeling approach
DISSERTATION

, University of South Alabama, United States

University of South Alabama . Awarded

Abstract

This study investigated factors that influence students' intention to adopt online learning. The author empirically tested a theoretical model using data collected from 873 higher education students. Eight barrier factors were hypothesized to predict enjoyment and perceived usefulness of online learning, which in turn were hypothesized to predict intention to take a future online course. The results showed that lack of social interaction, lack of motivation, lack of academic skills, and administrative and instructor issues predicted perceived usefulness; perceived usefulness and lack of social interaction predicted enjoyment; and perceived usefulness, enjoyment, lack of social interaction, and lack of motivation predicted intention to take a future online course. The author also hypothesized that experience with online learning was a moderator variable. The theoretical model was tested again with the data sorted into three groups: inexperienced, moderately experienced, and highly experienced online learners. The barrier factors that were statistically significant differed for the three resulting path models indicating that experience was a moderator. The variables that had the greatest total effects on intention to take a future online course, regardless of learner experience level, were perceived usefulness, lack of social interaction, and enjoyment.

Citation

Muilenburg, L.Y. Factors that influence student intention to adopt online learning: A structural equation modeling approach. Ph.D. thesis, University of South Alabama. Retrieved July 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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