Syahruddin Syahruddin, Mohd Yaakob Mohd Faiz, Rasyad Abdul, Widodo Arif Wahyu, Sukendro Sukendro, Suwardi Suwardi, Lani Ahmad, Sari Liliana Puspa, Mansur Mansur, Razali Razali, Syam Asry
Fakultas Ilmu keolahragaan, Universitas Negeri Makassar, Makassar, 90222, Indonesia.
Institute of Excellent Teachers and Leaders in Education (IETLE), School of Education, Universiti Utara Malaysia, Kedah 06010, Malaysia.
Heliyon. 2021 Sep 22;7(9):e08043. doi: 10.1016/j.heliyon.2021.e08043. eCollection 2021 Sep.
This study was conducted to investigate the perspectives of sports science students on factors affecting distance learning in the setting of Indonesian higher education institutions (HEIs). This study proposed an extended technology acceptance model (TAM) with eight variables; experience, enjoyment, self-efficacy, perceived ease of use, perceived usefulness, attitude, intention to use, and actual use. An online survey was used to collect data from 1291 respondents. The structural model was examined through the partial least square structural equation modeling (PLS-SEM). The multi-group analysis (MGA) was conducted to understand the role of geographical areas in moderating all hypothetical relationships. The findings show that the respondents were not excited about online learning due to weak means (below 3) for most items of five variables; enjoyment, perceived ease of use, perceived usefulness, attitude, and intention to use. All relationships were supported except the relationship between experience and perceived usefulness. The strongest significant relationship emerged between intention to use and actual use. Meanwhile, the least significant relationship was found between self-efficacy and perceived usefulness. Three out of 12 hypotheses were confirmed regarding the differences of geographical areas (rural and urban) regarding all relationship paths. The findings add to a deeper understanding of the acceptability of distance learning during pandemics like COVID-19.
本研究旨在调查体育科学专业学生对印度尼西亚高等教育机构环境下影响远程学习的因素的看法。本研究提出了一个包含八个变量的扩展技术接受模型（TAM）；经验、享受、自我效能感、感知易用性、感知有用性、态度、使用意愿和实际使用情况。通过在线调查收集了1291名受访者的数据。通过偏最小二乘结构方程模型（PLS-SEM）检验结构模型。进行多组分析（MGA）以了解地理区域在调节所有假设关系中的作用。研究结果表明，由于五个变量（享受、感知易用性、感知有用性、态度和使用意愿）的大多数项目的均值较低（低于3），受访者对在线学习并不感兴趣。除了经验与感知有用性之间的关系外，所有关系均得到支持。使用意愿与实际使用情况之间出现了最强的显著关系。同时，自我效能感与感知有用性之间的关系最不显著。关于地理区域（农村和城市）在所有关系路径上的差异，12个假设中有3个得到证实。这些发现有助于更深入地理解在COVID-19等大流行期间远程学习的可接受性。
