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COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation

Author

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  • Ganesh Dash

    (College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh 11673, Saudi Arabia)

  • Syed Akmal

    (College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh 11673, Saudi Arabia)

  • Prashant Mehta

    (Symbiosis Centre of Management Studies, Nagpur, Constituent of Symbiosis International (Deemed University), Pune 440008, India)

  • Debarun Chakraborty

    (Symbiosis Institute of Business Management, Nagpur, Constituent of Symbiosis International (Deemed University), Pune 440008, India)

Abstract

Transition to e-learning has become crucial in the last two years, partially forced by the current pandemic. Therefore, the main objective of this study is to examine an integrated and comprehensive moderation-cum-mediation model that focuses on user intention to adopt e-learning. Self-efficacy, interaction, and e-learning contents were taken as the independent constructs. User satisfaction and user intention were taken as dependent constructs. Enjoyment and choice were taken as moderators. “Choice” was explicitly used in this study as a moderator to test whether the transition was by force or choice. Five hundred and sixty-two teachers and students from two countries, India and Saudi Arabia, were considered for this study. The findings indicate that self-efficacy and interaction augment user satisfaction and user intention. User satisfaction enhances user intention. It also mediates the relationship between self-efficacy, interaction, and user intention. Choice moderates the relationship between interaction and user intention. Enjoyment moderates the relationship between e-learning contents and user intention. This study is unique as it provides a multi-group analysis that compares nationality, gender, and the type of respondents in a multi-national context. All the stakeholders of e-learning, the teachers, the students, the policymakers, and the platforms, may find the results of this study particularly useful.

Suggested Citation

  • Ganesh Dash & Syed Akmal & Prashant Mehta & Debarun Chakraborty, 2022. "COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation," Sustainability, MDPI, vol. 14(14), pages 1-20, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:14:p:8799-:d:865675
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    References listed on IDEAS

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    1. Arfan Shahzad & Rohail Hassan & Adejare Yusuff Aremu & Arsalan Hussain & Rab Nawaz Lodhi, 2021. "Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 805-826, June.
    2. Ganesh Dash & Debarun Chakraborty, 2021. "Digital Transformation of Marketing Strategies during a Pandemic: Evidence from an Emerging Economy during COVID-19," Sustainability, MDPI, vol. 13(12), pages 1-19, June.
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    5. Dash, Ganesh & Kiefer, Kip & Paul, Justin, 2021. "Marketing-to-Millennials: Marketing 4.0, customer satisfaction and purchase intention," Journal of Business Research, Elsevier, vol. 122(C), pages 608-620.
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    8. Dash, Ganesh & Paul, Justin, 2021. "CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting," Technological Forecasting and Social Change, Elsevier, vol. 173(C).
    9. Hong Liu & Kong Yam Tan & Guanie Lim, 2021. "Introduction — Southeast Asia And The Belt And Road Initiative: The Political Economy Of Regionalism, Trade, And Infrastructure," The Singapore Economic Review (SER), World Scientific Publishing Co. Pte. Ltd., vol. 66(01), pages 1-20, March.
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