Mehta et al., (2019) developed the Value-Enhanced Technology Adoption (VETA) as illustrated in Figure 13. Which fuses Schwartz’s theory of human values with UTAUT2; focusing on values at the individual level of adoption of e-learning. Limited studies exist exploring the influence of values on technology adoption models, of which this is the only known study in the digital education field. Mehta et al., (2019) argue that the achievement value is an influential predictor of technology adoption. This validates the concern that if virtual classrooms are not adopted in ways which move beyond mimicking the face to face environment students will have a low-value experience which in turn could affect their perception of online learning.
Virtual Classroom Technology Adoption
There are many research studies relating to e-learning acceptance including meta-analysis studies for TAM research (Šumak, Heričko and Pušnik, 2011; Abdullah and Ward, 2016, cited in Mehta, 2018, p.25). The pattern of perceived use predicting behavioural intention stands true across technologies (Mehta, 2018) so although there is limited research it is reasonable to assume that virtual classroom acceptance would follow the same pattern.
In fact, studies carried out into the acceptance and adoption of virtual classrooms confirm the validity of the UTAUT2 model constructs. (Aditya and Permadi, 2018; Jakkaew and Hemrungrote, 2017).
Summary
Prior to the Covid-19 pandemic, technology was a way to enrich the learning experience and has been transforming the way students are being taught, opening new methods of learning. In 2019, 58% of Brits aged 16 to 24 were using online learning materials, and 29% enrolled in online courses in 2019, (Statista, 2019). This has allowed some institutions and students to adjust well to the transition from traditional teaching methods to online learning.
In contrast online tuition is often viewed as “incomplete” and “supplementary” (Strielkowski, 2020) or even “substandard” (Hall and Batty, 2020) the pandemic may change this perception. Technology is currently the only way educational institutions can continue to support their students via online learning meaning the pandemic has a chance to alter peoples’ perceptions.
It is important to highlight that adoption of educational technologies cannot improve academic performance if they are not widely accepted and used. The decision not to accept e-learning continues to be a crucial issue and there are many factors which may hinder this adoption, (Olasina, 2019) which is why it is important to understand technology adoption models and what factors influence whether technologies are adopted. If technology adoption is inherently impacted by perception of traditionalist education models will the Covid-19 pandemic and surge in technology adoption pave the way for a re-think in education delivery?
Technology Adoption in HE 