Factor Affecting the Acceptance of Online Learning by Primary School Teachers During the Covid -19 Pandemic: A Structural Study Using the unified theory of acceptance and use of technology (UTAUT) Model
Keywords:
Covid-19, E-learning, Primary school teachers, Structural model, UTAUT2 modelAbstract
The present study has sought to provide a structural model of the relationships between the influencing factors in the acceptance of e-learning by teachers during the Covid-19 pandemic, based on the unified theory of acceptance and use of technology (UTAUT) model. The research method was descriptive and correlational. The statistical population of this research involved all primary school teachers in Isfahan, Iran, from which 250 primary teachers were randomly selected as samples using Morgan’s table. The tool used included a researcher-made questionnaire based on the technology acceptance and application model. The findings were analyzed using PLS statistical software. As the results showed, the UTAUT model of the factors affecting teachers’ acceptance of e-learning during the Covid-19 pandemic has a good fit. Therefore, performance expectancy, effort expectancy, social influence, hedonic motivation, price value, and facilitating conditions had a direct and significant effect on teachers’ behavioral intention to use E-learning. It was also observed that user intention has a mediating role in the relationship between the mentioned variables and teachers’ use of online education. Therefore, it can be stated that the findings confirm the theoretical foundations of the UTAUT model.
References
Abu-Al-Aish, A., and Love, S. (2013). Factors influencing students’ acceptance of m-learning:
An investigation in higher education. International Review of Research in Open and
Distributed Learning, 14(5), 82-107.
Al-Hunaiyyan, A., Alhajri, R. A., and Al-Sharhan, S. (2018). Perceptions and challenges of
mobile learning in Kuwait. Journal of King Saud University-Computer and Information
Sciences, 30(2), 279-289.
Arain, A., Hussain, Z., Rizvi, W., and Saleem Vighio, M. (2019). Extending UTAUT2 toward
acceptance of mobile learning in the context of higher education. Universal Access in the
Information Society, 18, 656-673.
Aswani, R., Ilavarasan, P. V., Kar, A. K., and Vijayan, S. (2018). Adoption of public WiFi using
UTAUT2: An exploration in an emerging economy. Procedia Computer Science, 132, 297-
Biswas, B. and Kumar Roy, S. and Roy, F. (2020). Students perception of mobile learning during
COVID-19 in Bangladesh: University student perspective. Aquademia, 4(2), 2542-4874.
Franky, A. P. and Chiappe, A. (2018). ICT and home-educating families: A qualitative multiple
case study. Ensaio: Avaliação e Políticas Públicas em Educação, 26(101), 1324.
Halili, S. H., and Sulaiman, H. (2019). Factors influencing the rural students' acceptance of
using ICT for educational purposes. Kasetsart Journal of Social Sciences, 40(3), 574-579.
Haneefa, M. M. (2023). The use of online flipped classrooms during covid-19 by gifted
students: A path analysis using UTAUT model. International Journal of Instruction, 16(2).
Iqbal, S., and Qureshi, I. A. (2012). M-learning adoption: A perspective from a developing
country. The International Review of Research in Open and Distance Learning, 3(3), 147-
Kang, M., Liew, B. Y. T., Lim, H., Jang, J., and Lee, S. (2015). Investigating the determinants of
mobile learning acceptance in Korea using UTAUT2. Emerging issues in smart learning,
, 209-216.
Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO an Annual
Interdisciplinary Journal of History, 6(6), 416-427.
Koral Gumusoglu, E., and Akay, E. (2017). Measuring technology acceptance level of teachers
by using unified theory of acceptance and use of technology, online submission.
International Journal of Language Education and Teaching, 5(4), 378-394.
Kraljic, A., and Pestek, A. (2016). An application of UTAUT2 model in exploring the impact of
quality of technology on mobile Internet. Economic Review: Journal of Economics and
Business, 14(2), 66-76..
Mailizar Almanthari, A., Maulina, S., and Bruce, S. (2020). Secondary school mathematics
teachers’ views on e-learning implementation barriers during the Covid-19 pandemic:
The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology
Education, 16(7), em1860.
Masrek, M.N. and Samadi, I. (2017). Determinants of mobile learning adoption in higher
education setting. Asian Journal of Scientific Research, 10(2), 60-69.
Nawaz, S. S., and Mohamed, R. (2020). Acceptance of mobile learning by higher educational
institutions in Sri Lanka: an UTAUT2 approach. Journal of Critical Reviews, 7(12), 1036-
Ouedraogo, B. (2017). Model of information and communication technology (ICT) Acceptance
and use for teaching staff in sub-saharan Africa public higher education
institutions. Higher Education Studies, 7(2), 101-118.
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational
applications of mobile technologies into four types. International Review of Research in
Open and Distributed Learning, 12(2), 78-102.
Persada, S. F., Miraja, B. A., and Nadlifatin, R. (2019). Understanding the generation Z behavior
on d-learning: A unified theory of acceptance and use of technology (UTAUT) approach.
International Journal of Emerging Technologies in Learning, 14(5), 20-33.
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19
pandemic: The Philippine context. Pedagogical Research, 5(4), 1-5.
Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. (2003). User acceptance of
information technology: Toward a unified view. MIS Quarterly, 27(3), 425- 478.
