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Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model

Journal of educational computing research, 2021-04, Vol.59 (2), p.183-208 [Peer Reviewed Journal]

The Author(s) 2020 ;ISSN: 0735-6331 ;EISSN: 1541-4140 ;DOI: 10.1177/0735633120960421

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  • Title:
    Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model
  • Author: Raza, Syed A. ; Qazi, Wasim ; Khan, Komal Akram ; Salam, Javeria
  • Is Part Of: Journal of educational computing research, 2021-04, Vol.59 (2), p.183-208
  • Description: The COVID-19 Pandemic has led to social isolation; however, with the help of technology, education can continue through this tough time. Therefore, this research attempts to explore the Unified Theory of Acceptance and Use of Technology (UTAUT) through the expansion of the model. Also, make it relevant to investigate the influence of social isolation, and the moderating role of Corona fear on Behavioral Intention of the Learning Management System and its Use Behavior of Learning Management System among students. The data was analyzed using Partial Least Square (PLS) and Structural Equation Modelling (SEM). The findings show a positive link of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Social Isolation on Behavioral Intention of LMS and, also between Behavioral Intention of LMS and its Use behavior. Moreover, the results of the moderation analysis show that Corona fears only moderates the link of Performance Expectancy and Social influence with Behavioral Intention of LMS. The findings imply the need for improving the LMS experience to increase its Behavioral Intention among students. Finally, the author's recommendation for future researchers is to examine the extended model in other countries and territories to analyze Coronavirus's influence on e-learning acceptance.
  • Publisher: Los Angeles, CA: SAGE Publications
  • Language: English
  • Identifier: ISSN: 0735-6331
    EISSN: 1541-4140
    DOI: 10.1177/0735633120960421
  • Source: SAGE Open Access Journals
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