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Drivers and Barriers of Social Sustainable Development and Growth of Online Higher Education: The Roles of Perceived Ease of Use and Perceived Usefulness

Author

Listed:
  • Hemamali Tennakoon

    (Business School, Brunel University London, Uxbridge UB8 3PH, UK)

  • Jared M. Hansen

    (Jon M. Huntsman School of Business, Utah State University, 3500 Old Main Hill, Logan, UT 84322, USA)

  • George Saridakis

    (Business School, University of Kent, Sibson, Parkwood Road, Canterbury CT2 7FS, UK)

  • Mahesha Samaratunga

    (School of Electronic Engineering and Computer Science, Queen Mary University of London, Mile End Road, London E1 4NS, UK)

  • Joseph W. Hansen

    (BuyBox Experts, 2901 Bluegrass Blvd Ste 200-95, Lehi, UT 84043, USA)

Abstract

Online and distance learning classes have been touted for the last several years as an innovation in higher education that should help improve the entrepreneurial growth mindset of students. However, the reported negative online learning experience of many college students worldwide during the COVID-19 epidemic has shown that many opportunities remain to improve the sustainable development and growth of online visual instruction practices. In this study, we outline and investigate a set of hypotheses related to the perceived usefulness and perceived ease of use (from TAM) of online video instruction in higher education courses during the pandemic. We employ grounded theory using autoethnographic case studies as a data source. We found that (a) synchronous broadcast lectures improve participant attitude (H1) and motivation (H2) toward online instruction, (b) prerecorded video instruction increases participant perceived “ease of use” (H3) and perceived behavioral control (H4) of online instruction, but (c) indicators of recorded dates on pre-recorded video instruction decreases participant perceived “usefulness” (H5) and “certainty” (H6) of online instruction. We enrich the insights of popular motivation models for organizations and the higher education industry by outlining a set of emotional elements originating in neuroscience leadership research (SCARF) that might either amplify or diminish the perceived the ease of use and perceived usefulness to technology usage relationships when participations engage in online learning situations.

Suggested Citation

  • Hemamali Tennakoon & Jared M. Hansen & George Saridakis & Mahesha Samaratunga & Joseph W. Hansen, 2023. "Drivers and Barriers of Social Sustainable Development and Growth of Online Higher Education: The Roles of Perceived Ease of Use and Perceived Usefulness," Sustainability, MDPI, vol. 15(10), pages 1-15, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8319-:d:1151315
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    References listed on IDEAS

    as
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    3. Lili-Ann Wolff & Peter Ehrström, 2020. "Social Sustainability and Transformation in Higher Educational Settings: A Utopia or Possibility?," Sustainability, MDPI, vol. 12(10), pages 1-21, May.
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    Full references (including those not matched with items on IDEAS)

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