773
Views
5
CrossRef citations to date
0
Altmetric
Articles

Sense of belonging and grit in e-learning portal usage in higher education

ORCID Icon & ORCID Icon
Pages 4850-4864 | Received 06 Aug 2021, Accepted 15 Sep 2021, Published online: 14 Oct 2021

References

  • Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256. https://doi.org/10.1016/j.chb.2015.11.036
  • Agudo-Peregrina, ÁF, Hernández-García, Á, & Pascual-Miguel, F. J. (2014). Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning. Computers in Human Behavior, 34, 301–314.
  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control. SSSP Springer series in social psychology. Springer. https://doi.org/10.1007/978-3-642-69746-3_2
  • Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology & Health, 26(9), 1113–1127. https://doi.org/10.1080/08870446.2011.613995
  • Ajzen, I. (2014). The theory of planned behaviour is alive and well, and not ready to retire: A commentary on Sniehotta, Presseau, and Araújo-Soares. Health Psychology Review, 9(2), 131–137. https://doi.org/10.1080/17437199.2014.883474
  • Alharbi, S., & Drew, S. (2014). Using the technology acceptance model in understanding academics' behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5(1), 143–155. https://doi.org/10.14569/IJACSA.2014.050120
  • Al-Emran, M., Mezhuyev, V., Kamaludin, A., & ALSinani, M. (2018, October 8–10). Development of M-learning Application based on knowledge Management processes. Proceedings of the 2018, 7th International conference on software and Computer Applications - ICSCA 2018.
  • Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group.
  • Alzahrani, A. I., Imran, M., Ramayah, T., Alfarraj, O., & Alalwan, N. (2017). Extending the theory of planned behavior (TPB) to explain online game playing among Malaysian undergraduate students. Telematics and Informatics, 34(4), 239–251.
  • Anwar, K., & Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Research, 2(1), 45–51. https://doi.org/10.33902/JPSP.2020261309
  • Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399.
  • Arpaci, I., Al-Emran, M., & Al-Sharafi, M. A. (2020). The impact of knowledge management practices on the acceptance of massive open online courses (MOOCs) by engineering students: A cross-cultural comparison. Telematics and Informatics, 54(2020), 101468.
  • Asatryan, V. S., Slevitch, L., Larzelere, R., Morosan, C., & Kwun, D. J. (2013). Effects of psychological ownership on students’ commitment and satisfaction. Journal of Hospitality & Tourism Education, 25(4), 169–179.
  • Avey, J. B., Avolio, B. J., Crossley, C. D., & Luthans, F. (2009). Psychological ownership: Theoretical extensions, measurement and relation to work outcomes JAMES. Journal of Internet Banking and Commerce, 30(2), 173–191.
  • Cai, Z., Fan, X., & Du, J. (2017). Gender and attitude toward technology use. Computers & Education, 105(1), 1–13. https://doi.org/10.1016/j.compedu.2016.11.003
  • Ceschi, A., Sartori, R., Dickert, S., & Costantini, A. (2016). Grit or honesty-humility? New insights into the moderating role of personality between the health impairment process and counterproductive work behavior. Frontiers in Psychology, 7, 1799. https://doi.org/10.3389/fpsyg.2016.01799
  • Chen, G., Yang, S., & Tang, S. (2013). Sense of virtual community and knowledge contribution in a P3 virtual community. Internet Research, 23(1), 4–26. https://doi.org/10.1108/10662241311295755
  • Chen, H.-R., & Tseng, H.-F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35(3), 398–406. https://doi.org/10.1016/j.evalprogplan.2011.11.007
  • Chung, H.-H., Chen, S.-C., & Kuo, M.-H. (2015). A study of efl college students’ acceptance of mobile learning. Procedia - Social and Behavioral Sciences, 176(2015), 333–339. https://doi.org/10.1016/j.sbspro.2015.01.479
  • Coleman, E., & Mtshazi, S. (2017). Factors affecting the use and non-use of LMS by academic staff. South African Computer Journal, 29(3), 31–63. https://doi.org/10.18489/sacj.v29i3.459
  • Costley, J. (2016). The effects of instructor control on critical thinking and social presence: Variations within three online asynchronous learning environments. The Journal of Educators Online-JEO, 3(1), 109–171.
  • Dağhan, G., & Akkoyunlu, B. (2016). Modeling the continuance usage intention of online learning environments. . Computers in Human Behavior, 60(2016), 198–211. https://doi.org/10.1016/j.chb.2016.02.066
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.
  • Duckworth, A., & Gross, J. J. (2014). Self-control and grit related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325. https://doi.org/10.1177/0963721414541462
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (grit-S). Journal of Personality Assessment, 91(2), 166–174.
  • 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. MERLOT Journal of Online Learning and Teaching, 11(2), 210–232.
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2017). "Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance”. Long Range Planning, 46(1–2), 1–12.
  • Hair, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, G. V. (2014). Partial least squares structural equation modeling (PLS-SEM). European Business Review, 26(2), 106–121.
  • Heijltjes, A., van Gog, T., Leppink, J., & Paas, F. (2015). Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance. Instructional Science, 43(4), 487–506. https://doi.org/10.1007/s11251-015-9347-8
  • Hicks, S. D. (2011). Technology in today's classroom: Are you a tech-savvy teacher?. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 188–191. https://doi.org/10.1080/00098655.2011.557406
  • Hsieh, Y.-P., Shen, A. C.-T., Wei, H.-S., Feng, J.-Y., Huang, S. C.-Y., Hwa, H.-L. (2016). Associations between child maltreatment, PTSD, and internet addiction among Taiwanese students. Computers in Human Behavior, 56(2016), 209–214. https://doi.org/10.1016/j.chb.2015.11.048
  • Islam, A. K. M. N., & Azad, N. (2015). Satisfaction and continuance with a learning management system. The International Journal of Information and Learning Technology, 32(2), 109–123. https://doi.org/10.1108/IJILT-09-2014-0020
  • Khan, H. A., Ameen, K., & Rafique, G. M. (2021). Impact of personal digital devices usage on academic performance of university students in Pakistan. Library Philosophy and Practice (e-Journal), 5374. https://digitalcommons.unl.edu/libphilprac/5374
  • Kim, J. (2017). Transforming music education for the next generation: Planting ‘Four Cs’ through children’s song. International Journal of Early Childhood, 49(2), 181–193.
  • Lam, U. F., Chen, W.-W., Zhang, J., & Liang, T. (2015). It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393–409.
  • Latip, M. S. A., Noh, I., Tamrin, M., & Latip, S. N. N. A. (2020). Students’ acceptance for e-learning and the effects of self-efficacy in Malaysia. International Journal of Academic Research in Business and Social Sciences, 10(5), 658–674. https://doi.org/10.6007/IJARBSS/v10-i5/7239
  • Lee, J., & Bonk, C. J. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. Internet and Higher Education, 28, 35–44.
  • Lee, J., Song, H.-D., & Hong, A. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-Learning. Sustainability, 11(4), 985. https://doi.org/10.3390/su11040985
  • Lee, J., & Suh, A. (2015). How do virtual community members develop psychological ownership and what are the effects of psychological ownership in virtual communities? Computers in Human Behavior, 45, 382–391. https://doi.org/10.1016/j.chb.2014.12.002
  • Lim, W. M. (2014). Sense of virtual community and perceived critical Mass in online group buying. Journal of Strategic Marketing, 22(3), 268–283.
  • Lu, J., Yu, C. S., Liu, C., & Yao, J. (2009). Technology acceptance model for wireless internet. Journal of Internet Research, 13(2), 206–222.
  • Lwoga, E. T., & Komba, M. (2014). Understanding University students’ behavioural continued intentions to use e - learning in Tanzania. Proceedings and report of the 7th UbuntuNet Alliance annual conference, 2014 (pp. 167–188).
  • Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025
  • Moles, T. A., Auerbach, A. D., & Petrie, T. A. (2017). Grit happens: Moderating effects on motivational feedback and sport performance. Journal of Applied Sport Psychology, 29(4), 418–433.
  • Nand, K., Baghaei, N., Casey, J., Barmada, B., Mehdipour, F., & Liang, H.-N. (2019). Engaging children with educational content via Gamification. Smart Learning Environments, 6(1). https://doi.org/10.1186/s40561-019-0085-2
  • Naranjo-Zolotov, M., Oliveira, T., Casteleyn, S., & Irani, Z. (2019). Continuous usage of e-participation: The role of the sense of virtual community. Government Information Quarterly, 36(3), 536–545.
  • O'Meara, K., Griffin, K., Kuvaeva, A., Nyunt, G., & Robinson, T. (2017). Sense of belonging and its contributing factors in graduate education. International Journal of Doctoral Studies, 12, 251–279. https://doi.org/10.28945/3903
  • Oriji, A., & Torunarigha, Y. D. (2020). Digitized education: Examining the challenges of digital immigrant educators in the face of net generation learners. KIU Journal of Social Sciences, 5(4), 337–347. https://www.ijhumas.com/ojs/index.php/kiujoss/article/view/717
  • Oye, N. D., A.Iahad, N., & Ab.Rahim, N. (2014). The history of UTAUT model and its impact on ICT acceptance and usage by academicians. Education and Information Technologies, 19(1), 251–270. https://doi.org/10.1007/s10639-012-9189-9
  • Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: learning motivation as a mediator. Frontiers in Psychology, 11, 564294. https://doi.org/10.3389/fpsyg.2020.564294
  • Phirangee, K., & Malec, A. (2017). Othering in online learning: an examination of social presence, identity, and sense of community. Distance Education, 38(2), 160–172. https://doi.org/10.1080/01587919.2017.1322457
  • Raman, A., Don, Y., Khalid, R., & Rizuan, M. (2014). Usage of learning management system (Moodle) among postgraduate students: UTAUT model. Asian Social Science, 10(14). https://doi.org/10.5539/ass.v10n14p186
  • Rapaport, P., & Orbell, S. (2000). Augmenting the theory of planned behaviour: Motivation to provide practical assistance and emotional support to parents. Psychology & Health, 15(3), 309–324. https://doi.org/10.1080/08870440008401995
  • Razzaq, A., Samiha, Y. T., & Anshari, M. (2018). Smartphone habits and behaviors in supporting students self-efficacy. International Journal of Emerging Technologies in Learning (iJET), 13(02), 94. https://doi.org/10.3991/ijet.v13i02.7685
  • Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17(4). https://doi.org/10.19173/irrodl.v17i4.2330
  • Ringle, C. M., Sarstedt, M., Mitchell, R., & Gudergan, S. P. (2018). Partial least squares structural equation modeling in HRM research. The International Journal of Human Resource Management, 31(12), 1617–1643. https://doi.org/10.1080/09585192.2017.1416655
  • Siah, P. C. (2016). Grit as a predictor of adolescents’ mobile phone addiction. Education and Health, 34(4), 87–90. http://sheu.org.uk/x/EH/eh344finalpcs.pdf
  • Siah, P. C., Siew, Y. B., & Sai, Z. Y. (2020). Social media addiction and academic adjustment: The mediating or moderating effect of grit personality. International Journal of Psychology and Educational Studies, 7(3), 143–151. https://doi.org/10.17220/ijpes.2020.03.013
  • Singh, A. (2018). Investigating the sense of belonging of international students through a predictive model. Graduate Theses and Dissertations, 16467. https://lib.dr.iastate.edu/etd/16467
  • Song, D., & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education, 3(1), 1–11. https://doi.org/10.1080/2331186X.2016.1205838
  • Stantchev, V., Colomo-Palacios, R., Soto-Acosta, P., & Misra, S. (2014). Learning management systems and cloud file hosting services: A study on students’ acceptance. Computers in Human Behavior, 31, 612–619. https://doi.org/10.1016/j.chb.2013.07.002
  • Tatli, Z., Akbulut, H. I., & Altinisik, D. (2019). Changing attitudes towards educational technology usage in classroom: Web 2.0 tools. Malaysian Online Journal of Educational Technology, 7(2), 1–19.
  • Teo, T., & van Schaik, P. (2012). Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models. International Journal of Human-Computer Interaction, 28(3), 178–188.
  • Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin.
  • Weisskirch, R. S. (2018). Grit, self-esteem, learning strategies and attitudes and estimated and achieved course grades among college students. Current Psychology, 37(1), 21–27.
  • Wolff, K., Nordin, K., Brun, W., Berglund, G., & Kvale, G. (2011). Affective and cognitive attitudes, uncertainty avoidance and intention to obtain genetic testing: An extension of the theory of planned behaviour. Psychology & Health, 26(9), 1143–1155.
  • Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9
  • Wu, B., & Zhang, C. (2014). Empirical study on continuance intentions towards E-Learning 2.0 systems. Behaviour & Information Technology, 33(10), 1027–1038. https://doi.org/10.1080/0144929X.2014.934291
  • Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2012). Business research methods. https://books.google.com.my/books/about/Business_Research_Methods.html?id=05yAmwEACAAJ&redir_esc=y

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.