Động lực, sự hài lòng và ý định tiếp tục học trực tuyến: Ứng dụng thuyết sử dụng và thỏa mãn trong đại dịch Covid-19
DOI:
https://doi.org/10.24311/jabes/2020.31.1.4Keywords:
U&G theory, Online learning, Satisfaction, Continuance intention, Covid-19 PandemicAbstract
Given the severe impacts of the Covid-19 pandemic, educational activities have explicitly moved to online operations. This study presents a systematic framework to analyze the effect of the motivation construct, determined by convenience, entertainment, knowledge sharing, socializing, and information seeking, which based on uses and gratification theory (U&G) in predicting student satisfaction and continuance intention to study online of student. Using a sample of 681 online students, the study finds a substantial positive effect of motivation on continuance intention through student satisfaction regarding online learning platforms. The results help educational institutions respond to changing environments more effectively. This study discusses relevant contributions to improve educational activities in the Covid-19 pandemic period.
References
Abdullah, F. (2006). Measuring service quality in higher education: HEdPERF versus SERVPERF. Marketing Intelligence & Planning, 24(1), 31–47.
Apaolaza, V., He, J., & Hartmann, P. (2014). The effect of gratifications derived from use of the social networking site Qzone on Chinese adolescents’ positive mood. Computers in Human Behavior, 41, 203–211.
Bae, M. (2018). Understanding the effect of the discrepancy between sought and obtained gratification on social networking site users' satisfaction and continuance intention. Computers in Human Behavior, 79, 137–153.
Bakar, M. S. A., Bolong, J., Bidin, R., & Mailin, B. (2014). Factors of gratification contributing in continuance intention to watch movies on YouTube. Procedia e Social and Behavioral Sciences, 155(6), 9–13.
Breslin, C., Nicol, D., Grierson, H., Wodehouse, A., Juster, N., & Ion, W. (2007). Embedding an integrated learning environment and digital repository in design engineering education: Lessons learned for sustainability. British Journal of Educational Technology, 38(5), 805–816.
Chen, Y. C. (2014). An empirical examination of factors affecting college students’ proactive stickiness with a web-based English learning environment. Computers in Human Behavior, 31, 159–171.
Cheung, C. M. K., Chiu, P. Y., & Lee, M. K. O. (2011). Online social networks: Why do students use Facebook?. Computers in Human Behavior, 27(4), 1337–1343.
Curnalia, R. M., & Ferris, A. L. (2020). Applying Uses and Gratifications to Promote Cognitive and Affective Learning via Online Instructional Content. In Form, Function, and Style in Instructional Design: Emerging Research and Opportunities (pp. 27–39). IGI Global
Czerniewicz, L., & Brown, C. (2009). A study of the relationship between institutional policy, organisational culture and e-learning use in four South African universities. Computers & Education, 53(1), 121–131.
Derouin, R. E., Fritzsche, B. A., & Salas, E. (2005). E-learning in organizations. Journal of Management, 31(6), 920–940.
Florenthal, B. (2016). The value of interactive assignments in the online learning environment. Marketing Education Review, 26(3), 154–170.
Foregger, S. K. (2008). Uses and Gratifications of Facebook.com. ProQuest.
Gallego, M. D., Bueno S., & Noyes, J. (2016). Second Life adoption in education: A motivational model based on Uses and Gratifications theory. Computers & Education, 100, 81– 93.
Gong T., & Yi, Y. (2018). The effect of service quality on customer satisfaction, loyalty, and happiness in five Asian Countries. Psychology and Marketing, 35(6), 427–442.
Gunn, C. (2010). Sustainability factors for e-learning initiatives. ALT-J, Research in Learning Technology, 18(2), 89–103.
Guo, Z., Tan, F. B., & Cheung, K. (2010). Students’ uses and gratifications for using computer-mediated communication media in learning contexts. Communications of the Association for Information Systems, 27(1), 339–378.
Ha, Y. W., Kim, J., Libaque-Saenz, C. F., Chang, Y., & Park, M.-C. (2015). Use and gratifications of mobile SNSs: Facebook and KakaoTalk in Korea. Telematics and Informatics, 32(3), 425–438.
Hirscheim, R. (2005). The Internet-based education bandwagon: Look before you leap. Communications of the ACM, 48(7), 97–101.
Jacobs, R. (1995). Exploring the determinants of cable television subscriber satisfaction. Journal of Broadcasting & Electronic Media, 39(2), 262–274.
Huang, Y., Basu, C., & Hsu, M. K. (2010). Exploring motivations of travel knowledge sharing on social network sites: An empirical investigation of US college students. Journal of Hospitality Marketing & Management, 19(7), 717–734. doi: 10.1080/19368623.2010.508002
Jacobs, R. (1995). Exploring the determinants of cable television subscriber satisfaction. Journal of Broadcasting & Electronic Media, 39(2), 262– 274.
Karpova, E., Correia, A. P., & Baran, E. (2009). Learn to use and use to learn: Technology in virtual collaboration experience. The Internet and Higher Education, 12(1), 45–52.
Kaur, P., Dhir, A., Chen, S., Malibari, A., & Almotairi, M. (2020). Why do people purchase virtual goods? A uses and gratification (U&G) theory perspective. Telematics and Informatics, 53. doi: 10.1016/j.tele.2020.101376
Kim, Y., Sohn, D., & Choi, S. M. (2011). Cultural difference in motivations for using social network sites: a comparative study of American and Korean college students. Computers Human Behavior, 27(1), 365–372.
Kima, M. J., Leea C., & Preis, W. M. (2020). The impact of innovation and gratification on authentic experience, subjective well-being, and behavioral intention in tourism virtual reality: The moderating role of technology readiness. Telematics and Informatics, 49. doi:
10.1016/j.tele.2020.101349
Ko, H., Cho, C. H., & Roberts, M. S. (2005). Internet uses and gratifications: A structural equation model of interactive advertising. Journal Advertising, 34(2), 57–70.
Ku, Y.-C., Chu, T.-H., & Tseng, C.-H. (2013). Gratifications for using CMC technologies: A comparison among SNS, IM, and e-mail. Computers Human Behavior, 29(1), 226–234.
Ledbetter, A. M. (2009). Measuring online communication attitude: Instrument development and validation. Communication Monographs, 76(4), 463–486.
Ledbetter, A. M., Taylor, S. H., & Mazer, J. P. (2016). Enjoyment fosters media use frequency and determines its relational outcomes: Toward a synthesis of uses and gratifications theory and media multiplexity theory. Computers in Human Behavior, 54, 149–157
Lee, C. S., & Ma, L. (2012). News sharing in social media: The effect of gratifications and prior experience. Computers in Human Behavior, 28(2), 331–339.
Li Y., Yang, S., & Zhang W. (2019) Mobile social media use intention in emergencies among Gen Y in China: An integrative framework of gratifications, task-technology fit, and media dependency. Telematics and Informatics, 42, 101244.
Limayem, M., & Cheung, C. M. K. (2008). Understanding information systems continuance: The case of Internet-based learning technologies. Information & Management, 45(4), 227–232.
Luo, M. M., Chea, S., & Chen, J.-S. (2011). Web-based information service adoption: A comparison of the motivational model and the Uses and Gratifications theory. Decision Support Systems, 51(1), 21–30.
Malik, A., Dhir, A., & Nieminen, M. (2016). Uses and gratifications of digital photo sharing on Facebook. Telematics and Informatics, 33(1), 129–138.
McGill, T. J., Klobas, J. E., & Renzi, S. (2014). Critical success factors for the continuation of e-learning initiatives. The Internet and Higher Education, 22, 24–36.
Meesala, A., & Paul, J. (2018). Service quality, consumer satisfaction and loyalty in hospitals: Thinking for the future. Journal of Retailing and Consumer Services, 40, 261–269.
Okazaki, S. (2006). What do we know about mobile Internet adopters? A cluster analysis. Information & Management, 43(2), 127–141.
Patel, F. (2014). Online Learning: An Educational Development Perspective. New York: Nova Science Publishers.
Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1988). SERVQUAL: A multiple-item scale for measuring consumer perception of service quality. Journal of Retailing, 64(1), 12–40.
Parmelee, J. H., & Roman, N. (2019). Insta-Politicos: Motivations for following political leaders on Instagram. Social Media + Society, 5(2), 1–12 .
Patwardhan, P., Yang, J., & Parwardhan, H. (2011). Understanding media satisfaction: Students use Facebook?. Computers in Human Behavior, 27(4), 1337–1343.
Richardson, J. C., York, C. S., & Lowenthal, P. R. (2014). Online Learning: Common Misconceptions and Benefits and Challenges. New York: Nova Science Publishers.
Ruggiero, T. E. (2015). Uses and Gratifications theory in the 21st century. Mass Communication and Society, 3(1), 3–37.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306.
Stafford, T. F. (2005). Understanding motivations for internet use in distance education. IEEE Transactions on Education, 48(2), 301–306. doi:10.1109/te.2004.842904
Swanson, D. L. (1987). Gratification seeking, media exposure, and audience interpretations: Some direction for research. Journal of Broadcast and Electronic Media, 31(3), 237–255.
West, R., & Turner, L. (2007). Introducing Communication Theory, Analysis Andapplication (4th ed.). New York: McGraw-Hill.
Woodside, A. G., Frey, L. L., & Daly, R. T. (1989). Linking service quality, customer satisfaction, and behavioral intention. Journal of Health Care Mark, 9(4), 5–17.
Wu, J.-H., Wang, S.-C., & Tsai, H.-H. (2010). Falling in love with online games: The uses and gratifications perspective. Computers in Human Behavior, 26(6), 1862–1871.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 JOURNAL OF ASIAN BUSINESS AND ECONOMIC STUDIES
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
