{"title":"Sustaining the switch: analyzing college students’ transition from offline to online learning","authors":"Weixin Qi, Yawen Yu, Jie Liu, Jinfa Liu","doi":"10.1007/s10639-024-12908-4","DOIUrl":null,"url":null,"abstract":"<p>In the wake of the COVID-19 pandemic, the demand for online learning has surged, driving rapid developments in online education. This technological advancement aligns with the global push to achieve the United Nations Sustainable Development Agenda for 2030. Despite extensive research on online learning efficacy, there is a gap in understanding the sustainability of transitions from offline to online modes. This study employs Structural Equation Model (SEM) and questionnaire surveys to explore factors influencing college students’ shift from offline to online learning. Our findings reveal that switching intention is positively impacted by perceived usefulness of online platforms, perceived ease of use of online platforms, and computer self-efficacy, while negatively affected by perceived risk of online platforms. Interestingly, student satisfaction and relationship inertia weaken the link between switching intention and switching behavior. The study offers strategic recommendations for enhancing sustainable online education, providing crucial insights for educational institutions and stakeholders.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12908-4","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In the wake of the COVID-19 pandemic, the demand for online learning has surged, driving rapid developments in online education. This technological advancement aligns with the global push to achieve the United Nations Sustainable Development Agenda for 2030. Despite extensive research on online learning efficacy, there is a gap in understanding the sustainability of transitions from offline to online modes. This study employs Structural Equation Model (SEM) and questionnaire surveys to explore factors influencing college students’ shift from offline to online learning. Our findings reveal that switching intention is positively impacted by perceived usefulness of online platforms, perceived ease of use of online platforms, and computer self-efficacy, while negatively affected by perceived risk of online platforms. Interestingly, student satisfaction and relationship inertia weaken the link between switching intention and switching behavior. The study offers strategic recommendations for enhancing sustainable online education, providing crucial insights for educational institutions and stakeholders.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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