Teachers’ continuance intention towards using Madrasati platform: a conceptual framework

Assiri, F., Wincenciak, J. and Morrison-Love, D. (2022) Teachers’ continuance intention towards using Madrasati platform: a conceptual framework. International Journal of Computer and Information Engineering, 16(8), pp. 440-446.

Abstract

With the rapid spread of the COVID-19 pandemic, the Saudi government suspended students from going to school to combat the outbreak. As e-learning was not applied at all in schools, online teaching and learning have been revived in Saudi Arabia by providing a new platform called ‘Madrasati’. The Decomposed Theory of Planned Behaviour (DTPB) is used to examine individuals’ intention behaviour in many fields. Nevertheless, the factors that affect teachers’ continuance intention of the Madrasati platform have not yet been investigated. The purpose of this paper is to present a conceptual model in light with DTPB. To enhance the predictability of the model, the study incorporates other variables including learning content quality and interactivity as sub-factors under the perceived usefulness, students and government influences under the subjective norms, and technical support and prior e-learning experience under the perceived behavioural control. The model will be further validated using a mixed methods approach. Such findings would help administrators and stakeholders to understand teachers’ needs and develop new methods that might encourage teachers to continue using Madrasati effectively in their teaching.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wincenciak, Dr Joanna and Assiri, Fiasal Abdullah H
• Authors: Assiri, F., Wincenciak, J., and Morrison-Love, D.
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: International Journal of Computer and Information Engineering
• Publisher: World Academy of Science, Engineering and Technology
• ISSN: 1307-6892
• ISSN (Online): 1307-6892
• Published Online: 30 August 2022
• Copyright Holders: Copyright © The Author(s) 2022
• First Published: First published in International Journal of Computer and Information Engineering 16(8): 440-446
• Publisher Policy: Reproduced under a Creative Commons license