Determinants and Implications of Online Class Adoption among University Students during COVID-19: Insights from the UTAUT Model

Abstract

This study investigates the driving factors behind positive perceptions, attitudes, and behavioral intentions related to online class adoption among university students during COVID-19, utilizing a refined UTAUT model. It elucidates students’ reflections on their recent virtual learning experiences through responses to an online questionnaire. A cross-sectional, quantitative survey was employed, gathering data from 414 voluntary participants and analyzed using the Exploratory Structural Equation Model (ESEM). The thematic representation of qualitative responses revealed insights into the multifaceted experiences of learners. Findings suggest performance expectancy, social influence, and facilitating conditions as influential determinants shaping attitudes, with performance and effort expectancy, along with social influence, impacting behavioral intentions to embrace online learning. Participants acknowledged the imperative and beneficial nature of governmental mandates on virtual learning but called for increased practicality. Challenges were mainly due to resource scarcity and lack of proficiency in adapting to new learning modalities. Concerns were raised regarding the effectiveness of online classes in enhancing academic performance. The derived insights are pivotal for stakeholders, policymakers, and administrators, emphasizing the necessity for strategic interventions to optimize online learning experiences in the prevailing pandemic scenario.