individual assignment research methodology

RESEARCH ON STUDENTS' ACCEPTANCE OF ONLINE LEARNING Abstract The research aims to determine the factors that influence students' intentions to use online learning and the factors that

VIETNAM NATIONAL UNIVERSITY, HANOI

VNU-INTERNATIONAL SCHOOL

INDIVIDUAL ASSIGNMENT

Research Methodology

STUDENT NAME: PHẠM THÁI AN

STUDENT ID: 20070022

CLASS CODE: MNS1052-05

HANOI, 2022

Table of Contents

Abstract 2

1 Introduction 2

2 Significance 3

3 Literature Review 3

3.1 Development of Distance Learning 3

3.2 Determinants of students' acceptance of online learning 3

3.3 Distance Learning During COVID 19 Pandemic 3

3.4 TAM 4

3.5 Social influence and research framework 5

4 Hypotheses 5

5 Conclusion 6

7 Limitations 7

8 Further research 7

References: 7

Link to survey students' online learning acceptance 10

RESEARCH ON STUDENTS'

ACCEPTANCE OF ONLINE LEARNING

Abstract

The research aims to determine the factors that influence students' intentions to use online learning and the factors that influence students' acceptance of online learning Modifications were made to

a conceptual framework based on the Technology Acceptance Model (TAM) In order to obtain information from undergraduate students who utilized online learning at IS-VNU, a questionnaire was developed and utilized Students' intentions to engage in online learning were significantly influenced by their perceptions of ease of use, usefulness, attitudes toward online learning, and the social influence of their referent group The possibility of using the social influence of students' referent group, students' perceived ease of use, students' perceived usefulness and their attitudes towards online learning to predict their behavioral intention to use online learning was also confirmed

Keywords: Online Learning, Technology Acceptance Model, COVID 19, Pandemic

1 Introduction

Society's reliance on information technology has increased as a result of rapid technological advancements Online learning technologies, which are defined as "the use of the Internet to access learning materials," are one type of technology.to communicate with the material, the instructor, and other students; and to receive assistance throughout the learning process in order to acquire knowledge, create personal meaning, and benefit from the experience of learning (Ally, 2004, p 5).Worldwide, higher education institutions are increasingly adopting online learning for a variety

of educational advantages, including: reducing costs, improving the overall cost-effectiveness of educational services, realizing flexibility for time and place, responding to labor market conditions and innovation technology itself, preparing for lifelong and self-paced learning, and improving access to education and training all while improving the quality of teaching and learning (Keller

& Cernerud, 2002;2005, Liu, Liao, and Chung Yuan;2006, by Shen, Laffey, Lin, and Huang;2009, Saadé and Kira; park, 2009).However, according to Cowen (2009), implementing a technology that users do not readily accept and use wastes resources, time, and money According to Davis (1993), the most important factor in determining a system's success or failure is user acceptance, such as online learning Therefore, before implementing online learning, it is essential for any university to determine whether students want and accept the change (Jung, Loria, Mostaghel, & Saha, 2008; Mahmud, Yee, Luan, and Ayub, 2009)

International School, schools affiliated with Vietnam National University, and other universities

in Hanoi continue to invest a lot of money and work hard to implement online learning because of its unique characteristics Even though these efforts led to a quantitative increase in the number of online e-courses, students are reluctant to use online learning (ICTP, 2010) As a result, the research aims to determine the factors that influence students' willingness to use online learning in IS-VNU and how these factors can influence their future plans The following inquiries are the focus of the study:

• What are the determinants of students' acceptance to use online learning?

• To what extent do these determinants exist among students of

IS-• What are the relationships between these determinants?

• What are the underlying influences of these determinants on students' intention to use online learning?

2 Significance

By introducing a conceptual framework that examines the influence of each factor on students' behavioral intention to use online learning platforms, this research adds to the existing literature

by identifying factors affecting students' behavioral intention to learn online Those in charge of managing and developing online learning programs will gain valuable insight into how students perceive and respond to online learning by examining the relationships between these variables This will allow them to improve the efficacy of online learning and develop mechanisms to encourage students to adopt it

3 Literature Review

3.1 Development of Distance Learning

According to Siemens et al (2015), the development of distance learning can be traced back to the late 1970s, when educational institutions in Europe and the United States sent students a variety

of educational materials via mail, including books, registration tapes, and videotapes to explain and teach the material In a similar fashion, students also dealt with their homework from home, with these educational institutions requiring students to attend the university or school on the date

of the final exam only, which determines their grade In the late 1980s, the concept of distance learning evolved into the use of television and radio stations to communicate with students and teachers With the advent of the Internet, email became the primary means of communication between students and teachers until the turn of the century As a result, there are specialized websites in this field that facilitate the communication and learning process and offer seminars and direct connections through these sites and programs

3.2 Determinants of students' acceptance of online learning

Several studies on e-learning look at how certain characteristics of students affect their acceptance

of and use of online technology Students' preference for an online delivery system could be based

on how easy they think it is to use This would be clear from how well they know how to use the internet and electronic communication, as well as how well they can learn on their own Another factor that may help students succeed academically in an online setting is how people perceive the value of online education (Proffitt, 2008, p 18).Students' attitudes toward online learning and the social influence of their reference groups are additional attributes-related factors that may influence their intention to learn online.2009, Bertea; According to Sumak, Hericko, Pusnik, & Polancic (2011), the users' actual utilization of the technology is strongly influenced by their behavioral intention, which in turn is influenced by their prior experience with this technology The aforementioned characteristics—students' perceptions of usefulness and ease of use, attitudes, and social influence—could influence the factors that determine students' acceptance of online learning and their intention to use it The technology acceptance model (TAM) can be applied to these determinants

3.3 Distance Learning During COVID 19 Pandemic

that the virus has spread among humans everywhere on the planet and the losses that the virus has caused to human health, there is no doubt that the Corona virus has caused significant damage to the global economy

A WHO report from 2020 says that Virus Corona had some good things going for him One of those good things was that he helped move the project of distance education from the drawing board to being implemented in many schools and universities, where schools and universities gave virtual lectures and allowed students to follow lectures on computers from home Distance education would not have been practiced with such richness if this epidemic had not occurred One of the modern learning methods is distance education, in which the instructor gives lectures from a virtual classroom The lecture is delivered to students no matter where they are—at home,

in their clubs, in their cities, or anywhere else on the planet In a way that benefits all students from around the world, the virtual class is open to everyone for interactive discussion and quarterly participation (Chick et al., 2020).In addition, the authors argued that distance learning is one of the outcomes of contemporary cognitive education Additionally, indicators of knowledge education confirm that distance learning will spread more widely throughout the world, will hold the primary position in the education system and contribute significantly to enlightenment throughout the world, and the demand for distance learning will rise in urgent situations—such as those that exist in today's world as a result of the spread of the Corona virus

3.4 TAM

According to Chen, Chen, Lin, & Yeh (2007), TAM has gained significant support for comprehending and managing the adoption process of new technologies Dillon and Morris, 1996;

2007 Masrom; Park, 2009).Davis (1989) introduced TAM with the intention of predicting any information technology system's user acceptance and identifying design issues prior to system use through two factors: perceived usability (PEU) and usefulness (PU) (Dillon & Morris, 1996;Chen, Lin, Yeh, and Chen, 2007).Perceived usefulness is defined as "the degree to which a person believes that use of technology will produce better outcomes," as stated by Lee, Cho, Gay, Davidson, and Ingraffea (2003).According to Yee, Luan, Ayub, & Mahmud (2009), students are more likely to use online learning in their learning process if they believe it can help them perform better Alrafi (2009) says that PEU describes a user's perception of how much effort is required to use a system or how much a user believes using a particular technology will be easy In the current study, PEU refers to a student's perception of how much effort is required to learn online According to Wu (2009), the central idea of TAM is that a user's behavioral intention, which in turn is determined by their PU and PEU, determines their acceptance of technology "The extent

to which a student formulates conscious plans to use or not use online learning related activities"

is referred to as behavioral intention (BI) (Ramayah & Ignatius, 2005;2011 by Clement and Bush and 2009 by Li and Huang) The individual's actual behavior is strongly correlated with BI; put another way, "A person is more likely to engage in a behavior if they intend to “Additionally, Lee, Cho, Gay, Davidson, & Ingraffea (2003) suggest that when users perceive technology as useful and simple to use, they develop a positive attitude toward it Higher levels of PU and PEU, as measured by TAM, are associated with favorable attitudes and, consequently, intentions to use (Lucas, 1997) The user's behavioral intentions, attitude, perceived usefulness, and perceived ease

of use all have an impact on how much or how little they actually use a technology system (Park,

2009, p 151)

instance, the attitude construct was removed from the original model by Venkatesh and Davis (1996) because they believed it did not fully mediate the relationship between behavioral intent and both perception constructs (i.e., perceived ease of use and perceived usefulness) (Kim, Chun, and Song, 2009).In a similar vein, Masrom (2007) eliminated the actual application from the original model In contrast, Lee, Cheung, and Chen (2005) included perceived enjoyment as an intrinsic motivator in TAM to investigate the connection between students' attitudes and intentions

to use internet-based learning However, very few researchers have attempted to explain how different referent groups affect people's behavior (Park, 2009;(2006) (Shen, Laffey, Lin, and Huang)

3.5 Social influence and research framework

In an online learning environment, Shen, Laffey, Lin, and Huang (2006) emphasized the social influence on students' attitudes and actual behavior Social influence (SI) is defined as "the degree

to which an individual perceives that other important persons believe he or she should use the system," according to Kripanont (2007, p 87)

The student's referent group has a significant impact on the student's behavior “a social group that

is important to an individual and that, consequently, influences his or her beliefs and behaviors" is the definition of a referent group (Mackie & Queller, 2000, p 138).Instructors, peers, and/or other supporters (such as teaching assistants, mentors, and family members) make up the referent group

of online students (Shen, Laffey, Lin, & Huang, 2006).The current study updates TAM to include and investigate the students' referent group's potential social influence (namely: Students' behavioral intention to use online learning is influenced by instructors/mentors, peers, and family members, as well as other related constructs like PU, PEU, and ATT The conceptual model of the current study is shown in Figure 1

This reasonable model is a basic stream graph showing the conjectured connections between research develops that comprise the vital determinants of understudies' expectation to rehearse internet learning These factors are decisive: attitudes toward online learning, ATT, and social influence of reference groups

4 Hypotheses

The following hypotheses were developed using the results of previous studies and the literature review:

• H1: The social influence of the students' referent groups has positive relationships with students' PU, PEU, ATT, and their BI to learn online

• H2: The social influence of the students' referent groups, PE, PU and ATT are positive predictors for the students' intention to learn online

• H3: The social influence of students' referent groups is the strongest predictor for students' intention to learn online

• H4: Students' PU and PEU are positive predictors for their attitudes towards online learning

• H5: Students' PEU positively influences their PU of online learning

5 Conclusion

The purpose of the study was to determine the factors that influence students' intentions to use online learning, to determine whether these factors are available to IS-VNU students, and to investigate how these factors relate to and influence students' intentions to use online learning The variables identified as key determinants of students' BI to learn online based on a literature review are the SI of students' referent group, PU, PEU, and ATT toward online learning

The research model was developed and implemented based on the literature review to investigate the connections between these determinants and their impact on students' behavioral intentions to use online learning In accordance with Masrom (2007), Park (2009), Ramayah, Suki, and Ibrahim (2005), the research model substituted social influence for external variables and excluded individual actual usage from TAM Positive and significant relationships were found between the behavioral intention of students to use online learning, their attitudes toward online learning, and their perceptions of its ease of use and utility, as well as the social influence of their referent group The findings also confirm that students' behavioral intention to use online learning is influenced

by their PU, PEU, and ATT toward online learning Students' intentions to use online learning and their attitudes are both significantly influenced by SI of their referent group

Students' behavioral intention to use online learning was found to be significantly predicted by PU and PEU, which is in line with the findings of Chen, Chen, Lin, and Yeh (2007) Similarly, students' PEU was found to be a positive predictor of both students' ATT and BI to use online learning, which is in line with the findings of Baker-Eveleth and Stone (2008).In addition, the findings concur with Masrom (2007) regarding the system's significant influence of PEU on PU

On the other hand, it was found that the behavioral intention of the students to use online learning was strongly correlated with their ATT toward online learning Based on their perspectives, these findings strongly support the use of the research model to comprehend students' acceptance of online learning at IS-VNU

6 Implications for Practice

The research model provides university administrators with a useful framework for evaluating students' readiness for online learning and developing the infrastructure for online learning When planning and/or evaluating online learning, university administration and online should take these factors into account The significance of social factors in relation to students' adoption of online learning is demonstrated by the research's findings Therefore, planning and carrying out events to deploy culture of online learning among students and their families can facilitate familiarity with online learning and encourage adoption of online learning Other methods include assessing and developing students' readability to online learning, establishing computer labs with sufficient facilities for online learning and making them available to all university students 24 hours a day, providing students' homes with free internet access through the server of IS-VNU, and assessing and developing students' readability to online learning In addition, students' positive attitudes and,

as a result, their behavioral intention to practice online learning may be enhanced by organizing training courses to promote their perception of the ease and utility of online learning

7 Limitations

Despite the significance of the findings for learner-related determinants influencing their intention

to use online learning, the following potential limitations should be noted:

• First, the purposeful method used to select the research sample from a select group of IS-VNU students

• Second, the research's findings were based on data gathered from students with limited online learning experience but basic knowledge

The findings may not be applicable to the entire IS-VNU population because of these limitations

8 Further research

It is suggested that the current study be replicated with a larger sample and a longer learning experience online It is necessary to conduct additional research to examine the influence of each student referent group on their intention to learn online There is a need for additional research into the determinants of both online course design issues and students' behavioral intention to learn online

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