Employing the TAM in predicting the use of online learning during and beyond the COVID-19 pandemic

18659 6 100980 2 309062 document 100980 fpsyg-14-1104653.pdf application/pdf 56f1b9e55aae85c251793e4ddd48ee5f MD5 1323744 2023-03-09 08:29:17 https://pure.iiasa.ac.at/id/eprint/18659/1/fpsyg-14-1104653.pdf 18659 1 1 application/pdf text en public cc_by_4

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http://eprints.org/relation/isVersionOf https://pure.iiasa.ac.at/id/document/100980 http://eprints.org/relation/isVolatileVersionOf https://pure.iiasa.ac.at/id/document/100980 http://eprints.org/relation/issmallThumbnailVersionOf https://pure.iiasa.ac.at/id/document/100980 archive 353 disk0/00/01/86/59 2023-03-09 08:30:59 2023-03-09 08:30:59 2023-03-09 08:30:59 article show Zobeidi T. 9318 Homayoon S.B. Yazdanpanah M. 8574 Komendantova N. 1880 0000-0003-2568-6179 Warner L.A. Employing the TAM in predicting the use of online learning during and beyond the COVID-19 pandemic pub ASA CAT prog_ysp Online learning systems have become an applied solution for delivering educational content, especially in developing countries, since the start of the COVID-19 pandemic. The present study is designed to identify the factors influencing the behavioral intention of agricultural students at universities in Iran to use online learning systems in the future. This research uses an extended model in which the constructs of Internet self-efficacy, Internet anxiety, and output quality are integrated into the technology acceptance model (TAM). Data analysis was performed using the SmartPLS technique. The analyses showed the proposed model to be strong in terms of predicting the attitude to online learning and the intention to use it. The extended TAM model fit the data well and predicted 74% of the intention variance. Our findings show attitude and perceived usefulness to have directly affected intention. Output quality and Internet self-efficacy indirectly affected attitude and intention. Research findings can help with the design of educational policies and programs to facilitate education and improve student academic performance. 2023-02-17 published Frontiers doi:10.3389/fpsyg.2023.1104653 3239 337 161 public Frontiers in Psychology 14 TRUE 1664-1078 no info:eu-repo/semantics/article