A social media adoption model for higher educational institutions in Oman using extended technology acceptance model
<p>Social media is fast becoming a medium for encouraging interaction and collaborative</p><p>learning among learners and instructors. Examining the factors affecting social media</p><p>adoption in higher education is still in sho...
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| Format: | thesis |
| Language: | eng |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9768 |
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| Summary: | <p>Social media is fast becoming a medium for encouraging interaction and collaborative</p><p>learning among learners and instructors. Examining the factors affecting social media</p><p>adoption in higher education is still in short supply. These factors fluctuate from one study</p><p>to the other due to variations in characteristics, including settings, participants, and</p><p>infrastructure. Thus, it can be argued that there is a need for a comprehensive model that</p><p>could measure the students adoption of social media under any situation regardless of the</p><p>characteristics above. Accordingly, this study develops a social media-based educational</p><p>framework using the social constructivism theory (SCT). To evaluate the adoption of the</p><p>developed framework, this study is believed to be the first that develops a comprehensive</p><p>theoretical model by extending the TAM with the most frequent external factors that</p><p>achieved significant results in the previous literature. The PLS-SEM is employed to</p><p>validate the developed theoretical model based on data collected through questionnaire</p><p>surveys from 734 students in Oman. Out of 16 formulated hypotheses, 13 were supported.</p><p>The main findings showed that perceived enjoyment (PE), perceived critical mass (PCM),</p><p>perceived compatibility (PC), and information quality (IQ) significantly impact perceived</p><p>usefulness (PU). The results also indicated that PE, self-efficacy (SE), facilitating</p><p>conditions (FC), and IQ significantly affect perceived ease of use (PEOU). However, PU</p><p>was not affected by subjective norm (SN) and SE. Similarly, PEOU was not influenced by</p><p>PC. More interesting, the developed model explains a remarkable variance (76.2%) in the</p><p>behavioral intention to use social media. Practitioners and instructors need to consider the</p><p>significant predictors in formulating their social media-based courses to maintain the</p><p>adoption of these platforms for educational purposes. Further, social media-based courses</p><p>need to be designed in a way that is user-friendly and useful.</p> |
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