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Education and Information Technologies
Erschienen in: Education and Information Technologies 3/2021

06.01.2021

Technological factors of students’ persistence in online courses in higher education: The moderating role of gender, age and prior online course experience

verfasst von: Sawsen Lakhal, Hager Khechine

Erschienen in: Education and Information Technologies | Ausgabe 3/2021

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Abstract

The aim of this study was to verify if technological factors have an influence on persistence in online courses. A theoretical model encompassing seven variables was tested, some of them borrowed from the Unified Theory of Acceptance and Use of Technology: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude, anxiety and persistence in online courses. Three moderating variables (gender, age and prior online course experience) were also considered in the analyses. Data were collected among a sample of 430 students using an online questionnaire. The obtained results strongly support 6 of the 9 research hypotheses for the proposed model. Correlations revealed significant associations between persistence in online courses on the one hand and performance expectancy, effort expectancy, social influence, facilitating conditions, attitude, and anxiety on the other hand. A series of multiple linear regressions examined the predictability of persistence in online courses by the technological factors considered in the study for the whole sample, and for each gender, age and prior online course experience group. They showed that these factors explained 18.9% to 45.7% of the variability in persistence in online courses. The discussion focuses on how different technological factors explain persistence.
Vorheriger Artikel A systematic review of the use of gamification in flipped learning
Nächster Artikel The effect of technology-assisted and project-based learning approaches on students’ attitudes towards mathematics and their academic achievement

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Metadaten
Titel
Technological factors of students’ persistence in online courses in higher education: The moderating role of gender, age and prior online course experience
verfasst von
Sawsen Lakhal
Hager Khechine
Publikationsdatum
06.01.2021
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 3/2021
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-020-10407-w

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