Dublin Core
Title
Digital learning space experience and learner continuous use in institutions of higher learning: a moderated-mediation model
Creator
Charity Osei Stewart Selase Hevi,Clemence Dupey Agbenorxevi,Ebenezer Malcalm,Nicodemus Osei Owusu,Gladys Nkrumah
Description
Purpose – This paper investigates the moderating-mediation roles of synchronous and asynchronous
learning, as well as virtual self-efficacy between digital learning space experience and continuous use among
learners in Ghanaian institutions of higher learning.
Design/methodology/approach – A convenience sampling technique was used in the selection of 604
students who answered questions on digital learning space experience, synchronous and asynchronous
learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study
employed regression analysis to measure the hypothesized paths.
Findings – The findings show that asynchronous learning partially mediates between digital learning space
experience and learner continuous use, but the mediating effect of synchronous learning between digital
learning space experience and learner continuous use was not significant. Further, virtual self-efficacy
significantly moderates the mediated relationship between asynchronous learning and learner continuous use,
but the moderated mediated role of synchronous learning was not established in the study.
Research limitations/implications – Generalization of the study findings is limited due ...
learning, as well as virtual self-efficacy between digital learning space experience and continuous use among
learners in Ghanaian institutions of higher learning.
Design/methodology/approach – A convenience sampling technique was used in the selection of 604
students who answered questions on digital learning space experience, synchronous and asynchronous
learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study
employed regression analysis to measure the hypothesized paths.
Findings – The findings show that asynchronous learning partially mediates between digital learning space
experience and learner continuous use, but the mediating effect of synchronous learning between digital
learning space experience and learner continuous use was not significant. Further, virtual self-efficacy
significantly moderates the mediated relationship between asynchronous learning and learner continuous use,
but the moderated mediated role of synchronous learning was not established in the study.
Research limitations/implications – Generalization of the study findings is limited due ...
Publisher
Emerald
Date
2023
Source
https://scholar.google.com/citations?view_op=view_citation&hl=en&user=DA2jtasAAAAJ&citation_for_view=DA2jtasAAAAJ:Se3iqnhoufwC
Language
English