Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model
By Syed Ali Raza, Wasim Qazi, Komal Akram Khan, Javeria Salam. Journal of educational computing research, 2020
430 citations recorded by the source corpus.
The COVID-19 Pandemic has led to social isolation; however, with the help of technology, education can continue through this tough time. Therefore, this research attempts to explore the Unified Theory of Acceptance and Use of Technology (UTAUT) through the expansion of the model. Also, make it relevant to investigate the influence of social isolation, and the moderating role of Corona fear on Behavioral Intention of the Learning Management System and its Use Behavior of Learning Management System among students. The data was analyzed using Partial Least Square (PLS) and Structural Equation Modelling (SEM). The findings show a positive link of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Social Isolation on Behavioral Intention of LMS and, also between Behavioral Intention of LMS and its Use behavior. Moreover, the results of the moderation analysis show that Corona fears only moderates the link of Performance Expectancy and Social influence with Behavioral Intention of LMS. The findings imply the need for improving the LMS experience to increase its Behavioral Intention among students. Finally, the author's recommendation for future researchers is to examine the extended model in other countries and territories to analyze Coronavirus's influence on e-learning acceptance.
Subfields: Artificial Intelligence, Clinical Psychology, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/140945470c3df734fcc31547b10e28baef9b99b6
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Citations in the corpus
- A systematic review on trends in using Moodle for teaching and learning (2022, background): “E-learning is an area that has seen considerable growth, particularly since 2020 with the onset of the COVID-19 pandemic, which has limited face-to-face teaching possibilities for many educational institutions globally (Dias et al., 2020; Raza et al., 2021).”