Journal of Management and Business Education🔗

 
Article

THE MOST WAITED ENGAGEMENT IN HIGHER EDUCATION: TEACHERS AND STUDENTS’ COMMITTED WITH E-LEARNING🔗

EL ENGAGEMENT MÁS ESPERADO EN EDUCACIÓN SUPERIOR: PROFESORES Y ESTUDIANTES COMPROMETIDOS CON EL E-LEARNING🔗

 
English Full Article Citation
 

Author(s)🔗

Nadia Jiménez , Universidad de Burgos, Spain
Sonia San-Martín , Universidad de Burgos, Spain
Paula Rodríguez-Torrico , Universidad de Burgos, Spain
Estefanía Jerónimo Sánchez-Beato , Universidad de Burgos, Spain

https://doi.org/10.35564/jmbe.2019.0016

Abstract🔗

Nowadays, it is essential for institutions of higher education to enhance the continuance commitment of users toward e-learning programs to promote and ensure the sustainability of those programs over time. The aim of this research is to identify the factors that might contribute to deepening user commitment toward e-learning systems from key agents’ perspectives (students and teachers). Information was collected from 146 students and 124 teachers participating in e-learning programs in higher education. The results showed that perceived organizational impact is the most important antecedent of continuance commitment. System quality had the highest impact on perceptions of organizational impact among both groups of users.The study showed the need for reconsideration of the role of instructor and system quality in the new educational paradigm, since both variables had no significant direct effect on the continuance commitment of users. This research shows managerial recommendations and directions for deepening commitment toward e-learning systems.
Keywords
e-learning; commitment; higher education; teachers; students

Received
20 July 2019

Accepted
2 November 2019

Copyright
This is an open access article under the CC BY-NC license.

Citation🔗

Jiménez, N.; San-Martín, S.; Rodríguez-Torrico, P.; & Jerónimo Sánchez-Beato, E. (2019). The most waited engagement in higher education: teachers and students’ committed with e-learning. Journal of Management and Business Education, 2(3), 231-249. https://doi.org/10.35564/jmbe.2019.0016

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