An Assessment of Students’ Intention of Technology Acceptance for Online Education

Abstract

Technology has a significant impact on university activities such as teaching, learning, research, and administration. It is a strong tool for disseminating knowledge and information. The success of students in online education is determined by how they integrate technology into their learning activities (Muthuprasad et al. 2021). Many research have been conducted to investigate the aspects of technology that contribute to the success or failure of online education (Bolliger & Halupa, 2018; Shelton et al. 2017; Yang et al. 2017) as well as the essential factors impacting learner satisfaction in an online learning environment (Dziuban et al. 2015; Liaw & Huang, 2013; Weidlich & Bastiaens, 2018). The study of technology adoption looks at the decisions that people make when it comes to adopting, embracing, or rejecting new technologies. A framework is offered based on the Technology Acceptance Model (TAM; Davis et al. 1989) to explain students' intention to use online education effectively, that is, to fully exploit the system's features in learning processes. A questionnaire was administered to determine the intention of students regarding technology acceptance for online learning based on the five constructs; perceived usefulness, perceived ease of use, intention to use, perceived enjoyment and attitude toward use. A sample of 300 university students from across Punjab was taken for the current research. The findings of this study will help to develop effective online courses by taking into account all of the aspects that influence students' intention and satisfaction.