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Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

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  • Chuan-Yu Mo

    (School of Education and Music, Sanming University, Sanming 365004, China)

  • Te-Hsin Hsieh

    (School of International Business, Tan Kah Kee College, Xiamen University, Xiamen 363105, China)

  • Chien-Liang Lin

    (College of Science and Technology, Ningbo University, Cixi 315211, China)

  • Yuan Qin Jin

    (College of Science and Technology, Ningbo University, Cixi 315211, China)

  • Yu-Sheng Su

    (Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung 20224, Taiwan)

Abstract

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

Suggested Citation

  • Chuan-Yu Mo & Te-Hsin Hsieh & Chien-Liang Lin & Yuan Qin Jin & Yu-Sheng Su, 2021. "Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic," Sustainability, MDPI, vol. 13(10), pages 1-14, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:10:p:5471-:d:554219
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    References listed on IDEAS

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    1. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
    2. Cheng, Peng & OuYang, Zhe & Liu, Yang, 2019. "Understanding bike sharing use over time by employing extended technology continuance theory," Transportation Research Part A: Policy and Practice, Elsevier, vol. 124(C), pages 433-443.
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    Cited by:

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    2. Kenny Cheah Soon Lee, 2022. "Teaching Entrepreneurship Education (EE) Online During Covid-19 Pandemic: Lessons learned from a Participatory Action Research (PAR) in a Malaysian Public University," SAGE Open, , vol. 12(1), pages 21582440221, March.
    3. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar & Lokman Mohd Tahir, 2022. "A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps," Sustainability, MDPI, vol. 14(18), pages 1-25, September.
    4. Adriana Malureanu & Georgeta Panisoara & Iulia Lazar, 2021. "The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(12), pages 1-20, June.
    5. Yanni Shi & Fucheng Guo, 2022. "Exploring Useful Teacher Roles for Sustainable Online Teaching in Higher Education Based on Machine Learning," Sustainability, MDPI, vol. 14(21), pages 1-19, October.
    6. Shantharuby Buvanendra & Rajalaxumy Senathiraja, 2022. "The Challenges and Opportunities of Online Teaching and Learning: COVID-19 Pandemic Experiences in Sri Lanka," Management and Labour Studies, XLRI Jamshedpur, School of Business Management & Human Resources, vol. 48(2), pages 257-260, May.

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