{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,7]],"date-time":"2026-05-07T23:50:16Z","timestamp":1778197816307,"version":"3.51.4"},"reference-count":66,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2025,9,4]],"date-time":"2025-09-04T00:00:00Z","timestamp":1756944000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Hum Factors"],"published-print":{"date-parts":[[2026,6]]},"abstract":"<jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study investigates students\u2019 acceptance of e-learning during the COVID-19 pandemic, examining differences between voluntary and involuntary use contexts.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>During the COVID-19 pandemic, universities shifted to online instruction for an extended period. E-learning became mandatory to use and was met with varying degrees of acceptance by students, whose educational expectations and experiences were altered. By 2022, institutions began transitioning to optional e-learning use, creating a natural setting to examine technology acceptance under both voluntary and involuntary conditions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>This study employed a two-phase approach, first validating an extended Technology Acceptance Model (TAM) incorporating seven factors derived from focus groups. Second, conducting multigroup analysis of acceptance between voluntary and involuntary users. Data was collected through surveys from 908 undergraduate students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      PLS-SEM analysis revealed strong explanatory power (\n                      <jats:italic toggle=\"yes\">R<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      = .463-.731) for the extended TAM framework. Compatibility demonstrated the strongest effect on perceived usefulness, while information quality and system quality influenced both perceived usefulness and ease of use. Multigroup analysis revealed significant contextual differences in students\u2019 acceptance. Perceived ease of use more strongly influenced behavioral intention for voluntary users, while perceived usefulness had stronger effects for involuntary users.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The extended TAM framework significantly predicted e-learning acceptance in both voluntary and involuntary contexts. Significant differences between usage scenarios were identified, extending TAM\u2019s applicability to crisis situations.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Application<\/jats:title>\n                    <jats:p>This study provides insights for postpandemic educational technology implementation, emphasizing system quality and alignment with learning preferences. Practitioners should consider differences in adoption contexts when working to facilitate acceptance among both voluntary and mandatory users.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/00187208251372863","type":"journal-article","created":{"date-parts":[[2025,9,5]],"date-time":"2025-09-05T04:16:39Z","timestamp":1757045799000},"page":"708-724","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["Lessons Learned From COVID-19: Acceptance of E-Learning Technologies in Higher Education"],"prefix":"10.1177","volume":"68","author":[{"ORCID":"https:\/\/orcid.org\/0009-0004-3111-6118","authenticated-orcid":false,"given":"Griffin","family":"Pitts","sequence":"first","affiliation":[{"name":"University of Florida"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Viktoria","family":"Marcus","sequence":"additional","affiliation":[{"name":"University of Florida"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sanaz","family":"Motamedi","sequence":"additional","affiliation":[{"name":"The Pennsylvania State University"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2025,9,4]]},"reference":[{"key":"e_1_3_8_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2015.11.036"},{"key":"e_1_3_8_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2016.05.014"},{"key":"e_1_3_8_4_1","doi-asserted-by":"publisher","DOI":"10.1145\/253671.253748"},{"key":"e_1_3_8_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-5915.1997.tb01322.x"},{"key":"e_1_3_8_6_1","doi-asserted-by":"publisher","DOI":"10.1108\/IJEM-04-2021-0133"},{"issue":"2","key":"e_1_3_8_7_1","first-page":"556","article-title":"A security and privacy framework for e-learning","volume":"7","author":"Ali R.","year":"2017","unstructured":"Ali R., Zafar H. (2017). A security and privacy framework for e-learning. International Journal of Education and Literacy Studies, 7(2), 556\u2013566. https:\/\/doi.org\/10.20533\/ijels.2046.4568.2017.0070","journal-title":"International Journal of Education and Literacy Studies"},{"key":"e_1_3_8_8_1","unstructured":"Alwi N. H. M. Fan I. S. (2010). Information security in elearning: A discussion of empirical data on information security and elearning."},{"key":"e_1_3_8_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.103.3.411"},{"key":"e_1_3_8_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2014.11.075"},{"issue":"2","key":"e_1_3_8_11_1","first-page":"100503","article-title":"Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea","volume":"19","author":"Baber H.","year":"2021","unstructured":"Baber H. (2021). Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea. International Journal of Management in Education, 19(2), Article 100503. https:\/\/doi.org\/10.1016\/j.ijme.2021.100503","journal-title":"International Journal of Management in Education"},{"key":"e_1_3_8_12_1","doi-asserted-by":"publisher","DOI":"10.1108\/IJEM-01-2023-0003"},{"key":"e_1_3_8_13_1","doi-asserted-by":"publisher","DOI":"10.2307\/2392322"},{"key":"e_1_3_8_14_1","doi-asserted-by":"publisher","DOI":"10.1177\/2327857924131055"},{"key":"e_1_3_8_15_1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2021.711619"},{"key":"e_1_3_8_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40670-021-01231-z"},{"key":"e_1_3_8_17_1","doi-asserted-by":"publisher","DOI":"10.1080\/2331186X.2024.2437882"},{"key":"e_1_3_8_18_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jbusres.2022.113539"},{"key":"e_1_3_8_19_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10490-023-09871-y"},{"key":"e_1_3_8_20_1","doi-asserted-by":"publisher","DOI":"10.1080\/00461520.2014.965823"},{"key":"e_1_3_8_21_1","unstructured":"Chin W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research\/Lawrence Erlbaum Associates."},{"key":"e_1_3_8_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.tele.2016.08.008"},{"key":"e_1_3_8_23_1","doi-asserted-by":"publisher","DOI":"10.20319\/pijss.2017.31.188198"},{"key":"e_1_3_8_24_1","doi-asserted-by":"publisher","DOI":"10.2307\/249008"},{"key":"e_1_3_8_25_1","doi-asserted-by":"publisher","DOI":"10.1177\/0047239520934018"},{"key":"e_1_3_8_26_1","doi-asserted-by":"publisher","DOI":"10.1177\/21582440231214873"},{"issue":"2","key":"e_1_3_8_27_1","first-page":"210","article-title":"Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions","volume":"11","author":"Fathema N.","year":"2015","unstructured":"Fathema N., Shannon D., Ross M. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. Journal of Online Learning and Teaching, 11(2), 210\u2013233. https:\/\/jolt.merlot.org\/Vol11no2\/Fathema_0615.pdf.","journal-title":"Journal of Online Learning and Teaching"},{"key":"e_1_3_8_28_1","doi-asserted-by":"publisher","DOI":"10.1177\/002224378101800104"},{"key":"e_1_3_8_29_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.12864"},{"key":"e_1_3_8_30_1","doi-asserted-by":"publisher","DOI":"10.1080\/00461520.2022.2090364"},{"key":"e_1_3_8_31_1","doi-asserted-by":"publisher","DOI":"10.2753\/MTP1069-6679190202"},{"key":"e_1_3_8_32_1","volume-title":"Advanced issues in partial least squares structural equation modeling","author":"Hair Jr, J.","year":"2023","unstructured":"Hair Jr, J., Hair Jr J. F., Sarstedt M., Ringle C. M., Gudergan S. P. (2023). Advanced issues in partial least squares structural equation modeling. Sage publications."},{"key":"e_1_3_8_33_1","doi-asserted-by":"publisher","DOI":"10.1007\/s12564-021-09716-7"},{"key":"e_1_3_8_34_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781315832746"},{"key":"e_1_3_8_35_1","doi-asserted-by":"publisher","DOI":"10.1108\/IMR-09-2014-0304"},{"key":"e_1_3_8_36_1","doi-asserted-by":"publisher","DOI":"10.1108\/S1474-7979(2009)0000020014"},{"key":"e_1_3_8_37_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.psychres.2022.114685"},{"key":"e_1_3_8_38_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.sbspro.2015.04.594"},{"key":"e_1_3_8_39_1","doi-asserted-by":"publisher","DOI":"10.1177\/0266666915593621"},{"key":"e_1_3_8_40_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781315162348"},{"issue":"1","key":"e_1_3_8_41_1","first-page":"13","article-title":"Application of technology acceptance model (TAM) towards online learning during covid-19 pandemic: Accounting students perspective","volume":"24","author":"Lazim C. S. L. M.","year":"2021","unstructured":"Lazim C. S. L. M., Ismail N. D. B., Tazilah M. D. A. K. (2021). Application of technology acceptance model (TAM) towards online learning during covid-19 pandemic: Accounting students perspective. International Journal of Business, Economics and Law, 24(1), 13\u201320.","journal-title":"International Journal of Business, Economics and Law"},{"key":"e_1_3_8_42_1","doi-asserted-by":"publisher","DOI":"10.30935\/scimath\/13438"},{"issue":"1","key":"e_1_3_8_43_1","first-page":"205520762513355","article-title":"The intention to use short videos for health information among Chinese adults: Based on the technology acceptance model","volume":"11","author":"Liu J.","year":"2025","unstructured":"Liu J., Huang R., Ren J., Li P., Wang P. (2025). The intention to use short videos for health information among Chinese adults: Based on the technology acceptance model. Digital Health, 11(1), Article 20552076251335519. https:\/\/doi.org\/10.1177\/20552076251335519","journal-title":"Digital Health"},{"key":"e_1_3_8_44_1","doi-asserted-by":"publisher","DOI":"10.1007\/s12528-021-09274-2"},{"key":"e_1_3_8_45_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639-021-10557-5"},{"key":"e_1_3_8_46_1","doi-asserted-by":"publisher","DOI":"10.1177\/1071181322661183"},{"key":"e_1_3_8_47_1","doi-asserted-by":"publisher","DOI":"10.24059\/olj.v22i1.1092"},{"issue":"24","key":"e_1_3_8_48_1","first-page":"81","article-title":"Technology acceptance model and e-learning","volume":"21","author":"Masrom M.","year":"2007","unstructured":"Masrom M. (2007). Technology acceptance model and e-learning. Technology, 21(24), 81.","journal-title":"Technology"},{"key":"e_1_3_8_49_1","unstructured":"Motamedi S. Marquis K. Levine H. (2021). Understanding E-Learning acceptance of Gen Z students: An extension of the technology Acceptance model (TAM)."},{"key":"e_1_3_8_50_1","volume-title":"Psychometric theory","author":"Nunnally J. C.","year":"1994","unstructured":"Nunnally J. C., Bernstein I. (1994). Psychometric theory (3rd ed.). McGraw-Hill.","edition":"3"},{"issue":"1","key":"e_1_3_8_51_1","first-page":"1759","article-title":"Student course behaviors influencing performance in a flipped CS1 classroom model","volume":"2","author":"Pitts G.","year":"2025","unstructured":"Pitts G., Aggarwal A. (2025). Student course behaviors influencing performance in a flipped CS1 classroom model. Proceedings of the 56th ACM Technical Symposium on Computer Science Education, 2(1), 1759. https:\/\/doi.org\/10.1145\/3641555.3705050","journal-title":"Proceedings of the 56th ACM Technical Symposium on Computer Science Education"},{"key":"e_1_3_8_52_1","doi-asserted-by":"publisher","DOI":"10.3390\/su13158365"},{"key":"e_1_3_8_53_1","unstructured":"Ringle C. M. Wende S. Becker J. (2024). SmartPLS 4. B\u00f6nningstedt: SmartPLS."},{"key":"e_1_3_8_54_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639-021-10478-3"},{"key":"e_1_3_8_55_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijhcs.2006.01.003"},{"key":"e_1_3_8_56_1","doi-asserted-by":"publisher","DOI":"10.1109\/ACCESS.2019.2939467"},{"key":"e_1_3_8_57_1","doi-asserted-by":"publisher","DOI":"10.1108\/S1474-7979(2011)0000022012"},{"key":"e_1_3_8_58_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpubh.2021.694705"},{"key":"e_1_3_8_59_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.heliyon.2020.e05410"},{"key":"e_1_3_8_60_1","doi-asserted-by":"publisher","DOI":"10.2307\/30036540"},{"key":"e_1_3_8_61_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci11080436"},{"key":"e_1_3_8_62_1","doi-asserted-by":"publisher","DOI":"10.1128\/jmbe.v22i1.2385"},{"key":"e_1_3_8_63_1","doi-asserted-by":"publisher","DOI":"10.1021\/acs.jchemed.1c00665"},{"key":"e_1_3_8_64_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41239-021-00252-3"},{"key":"e_1_3_8_65_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1022609809036"},{"key":"e_1_3_8_66_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.13002"},{"key":"e_1_3_8_67_1","doi-asserted-by":"publisher","DOI":"10.1177\/21582440221085259"}],"container-title":["Human Factors: The Journal of the Human Factors and Ergonomics Society"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00187208251372863","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00187208251372863","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00187208251372863","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,6]],"date-time":"2026-05-06T08:04:54Z","timestamp":1778054694000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00187208251372863"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,9,4]]},"references-count":66,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2026,6]]}},"alternative-id":["10.1177\/00187208251372863"],"URL":"https:\/\/doi.org\/10.1177\/00187208251372863","relation":{},"ISSN":["0018-7208","1547-8181"],"issn-type":[{"value":"0018-7208","type":"print"},{"value":"1547-8181","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,9,4]]}}}