Integrating the technology acceptance model on online learning effectiveness of emerging adult learners in Guangzhou, China

Xiaole  Wu; Walton  Wider; Ling Shing  Wong; Choon Kit  Chan; Siti Sarah  Maidin

doi:10.18488/61.v11i2.3282

Authors

Xiaole Wu Faculty of Education and Liberal Arts, INTI International University, Nilai, Negeri Sembilan, Malaysia. https://orcid.org/0000-0002-1394-2043
Walton Wider Faculty of Business and Communications, INTI International University, Nilai, Negeri Sembilan, Malaysia. https://orcid.org/0000-0002-0369-4082
Ling Shing Wong Faculty of Health and Life Sciences, INTI International University, Nilai, Negeri Sembilan, Malaysia. https://orcid.org/0000-0002-5869-0804
Choon Kit Chan Mechanical Engineering Department, Faculty of Engineering and Quantity Surveying, INTI International University, Nilai, Negeri Sembilan, Malaysia. https://orcid.org/0000-0001-7478-7334
Siti Sarah Maidin Faculty of Data Science and Information Technology, INTI International University, Nilai, Negeri Sembilan, Malaysia. https://orcid.org/0000-0003-0714-2186

DOI:

https://doi.org/10.18488/61.v11i2.3282

Abstract

Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students’ perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic.