University students' behavioral intention and gender differences toward the acceptance of shifting regular field training courses to e-training courses

The Behavioral Intention to Adopt Circular Economy-Based Digital Technology for Agricultural Waste Valorization

Thailand generates considerable amounts of agricultural food waste. This research focuses on the manufacturing and retail agricultural food system in the northeastern region of Thailand. Our study aimed to investigate the user segments and factors that influence users' behavioral intentions to utilize mobile technology for agricultural waste valorization. This study is based on the Unified Theory of the Adoption and Utilization of Technology (UTAUT2). In order to classify these segments, we performed a cluster analysis using demographic variables: gender, age, and income. In addition, the researchers employed a method known as multigroup structural equation modeling to determine and contrast the users' behavioral intentions. The results showed two types of users: (1) older users with various income ranges, and (2) younger users with a low-income range. Explicitly, age and income were the significant variables for the demographic segmentation, but gender was not. The results also revealed that social influence, price value, and trust highly affected the behavioral intentions of older and various-income users, but did not influence younger and low-income users. However, privacy strongly affected the behavioral intentions in the younger segment, but not those in the older one. Lastly, habit or regularity influenced the behavioral intentions of users in both segments. This study highlights implications for how developers and practitioners might adapt their platform strategies using a circular agricultural platform and user behaviors.

Undergraduate students' perception on e-learning systems during COVID-19 pandemic in Nigeria

Covid-19 has forced many educational institutions to adopt e-learning as an alternative to physical classroom learning. However, the concern of critical stakeholders in higher educational institutions on the adoption and usage of e-learning system, especially in the developing countries continue to increase recently, due to various challenges facing the sector. This study investigates perception of undergraduate students in University of Ilorin, Nigeria on use of e-learning systems during Covid-19 pandemic. Specifically, this study sought to identify factors that influence the use of e-learning systems, investigates the perception of students on the quality of e-learning systems used, assesses the attitude of their lecturers towards the use of the e-learning system during the pandemic. A three stage sampling techniques including purposive, random and proportionate were employed with a total number of 333 students as respondents using a quantitative research approach. The analysis of the data collected was done using descriptive statistics including mean. The results of the study revealed that e-learning system use among University of Ilorin students is high, but highly influenced by the decision of the school management to employ e-learning system as only approach for teaching during the pandemic. It further revealed that the perception of students on the quality of system used is high, while their lecturers' attitude towards the use of e-learning facilities is positive. The study concluded that adoption of e-learning system for continue education during Covid-19 pandemic was a success at the University of Ilorin. It however suggested a blended learning approach (virtual and face-to-face) and recommended more investment from educational stakeholders to sustain e-learning beyond Covid-19 period.

Study on the influence mechanism of students' behavior of participation in industrial colleges-Analysis framework based on theory of planned behavior

As a new organizational form for the coordinated development of education and industry, industrial college is an important carrier for application-oriented colleges and universities to implement application-oriented talent training. Based on Theory of Planned Behavior (TPB) as a theoretical framework, this research constructs a model of the influencing factors of college students' participating in industrial colleges from five criteria: behavioral attitudes, subjective norms, perceived behavioral control, behavioral intentions and situational factors. In this study, participants (N = 541) have completed a questionnaire to assess their behavior of participation in the industrial colleges by using the structural equation model (SEM). It turns out that perceived needs, mandatory norms, exemplary norms, and self-efficacy significantly positively affect college students' intention to participate in industrial colleges. Behavior intention and self-efficacy significantly positively affect college students' participation in industrial colleges. Behavior intentions act as a complete mediator between perceived needs and behavior, as well as between exemplary norms and behavior. Behavioral intentions partially mediate between mandatory norms and behavior, as well as between self-efficacy and behavior. In addition, school support plays a significant positive moderating role in college students' intention and behavior of participating in industrial colleges. These findings not only expand the relevant literature on college students' learning behavior, but also provide useful enlightenment for college education managers on how to stimulate college students' endogenous motivation to participate in industrial colleges.

The impact of perceived value on engagement: the role of teacher behavior

Purpose

This paper investigates the impact of perceived value on academic engagement (AE) of students in an online learning environment. The mediating effect of teacher behavior (TB) on the relationships is also explored.

Design/methodology/approach

Data were collected from 542 students studying at different specializations in Malaysia and Thailand academic institutions. This study employed a quantitative methodology and utilized the SmartPLS for data analyses.

Findings

The results suggest that students' perceived value is a strong predictor of AE, while TB positively and significantly mediated only social value–engagement association and spiritual value–engagement association.

Practical implications

These findings suggest focusing on TB as a dynamic variable in pursuing students' AE. Still, the cross-cultural and gender differences uncovered added important factors to consider when designing online learning programs across different student groups.

Originality/value

By building on reasoned action theory (TRA) and integrating TRA with social motivational theory, this study provides novel theoretical insights that reveal mechanisms whereby students' perceived value promotes AE through TB in online learning.

A Meta-Analysis of Gender Differences in e-Learners' Self-Efficacy, Satisfaction, Motivation, Attitude, and Performance Across the World

E-learning has gained popularity since the outbreak of COVID-19. This study aims to identify gender differences in e-learners' self-efficacy, satisfaction, motivation, attitude, and performance across the world. Through a meta-analysis and systematic review, this study concludes that there are generally no significant gender differences in e-learning outcomes except in a few countries. Females significantly outperformed males in Spain and the UK. In Austria, India, and mixed countries (Chile and Spain), females hold significantly more positive attitudes toward e-learning than males. In the USA, females present significantly higher self-efficacy than males. Future research into the gender issue in e-learning across the world may adopt cross-disciplinary research methods except for a meta-analysis.