Does The Lecturers’ Innovativeness Drive Online-Learning Adoption in Higher Education? A Study based on Extended TAM

Jurnal SISFOKOM (Sistem Informasi dan Komputer), Volume 13, Nomor 02, PP 280 - 287 Does The Lecturers’ Innovativeness Drive OnlineLearning Adoption In Higher Education? A Study based on Extended TAM Diah Purwandari[1]*, Mohamad Saparudin [2], Mulyaning Wulan[3] , Deni Adha Akbari[4] Azzura Kania[5] Departement of Management, Faculty of Economic and Business, Muhammadiyah University Prof. Dr. HAMKA [1], [3], [4] [5] Departement of Management, Kusuma Negara Business School Jakarta, Indonesia [2] Jakarta, Indonesia [1] , [2] , [3], [4], [5] Abstract— Adoption and intention to utilize Online learning is an emerging field of study in educational research. Despite a large body of research on online learning acceptance, more is needed to know about the factors that impact lecturers' intentions to continue utilizing online learning. This study's goal was to present empirical data on the acceptability of online learning. The proposed model was derived from TAM. Several hypotheses were created using the TAM Model, utilizing lecturers' personal innovativeness as an external factor. This study employed SEMPLS to examine the utilization of technology among 180 lecturers. The findings indicated that the model effectively forecasted the inclination to persist in utilizing e-learning. The innovativeness of lecturers had a substantial influence on PU, PEOU, and intention to sustain the use of e-learning. PU was the main factor that determined the intention to keep utilizing e-learning. The presence of PEOU had a substantial impact on PU, enabling PU to facilitate the connection between LPI and PEOU with CI. Nevertheless, PEOU did not. Keywords: lecturers’ innovativeness, perceived leraning, TAM usefulness, e- I. INTRODUCTION With the conclusion of the Covid-19 pandemic, the government has moved to resume face-to-face schooling in primary, secondary, and higher education. At the level of universities, the transition back to in-person learning brings with it a range of new infrastructure problems, as well as the difficulty of adapting the online learning model, which has been seen as convenient for almost two years. Consequently, numerous universities still employ a combination of in-person and online instruction. Online learning is an educational approach that utilizes the internet and digital media to provide information. Online learning methods are considered more attractive to contemporary students, who are known to prefer technological devices. Since online learning relies heavily on technology, a process is needed to ensure that people can adopt it. This is because user acceptance plays a crucial role in a technology's success or failure [1]. It is therefore essential to comprehend the elements that may motivate people to use online learning. Prior literature had established the existence of various theories and models about the acceptance of technology, one of which is the Technological Acceptance Model (TAM). TAM is considered a very pertinent structure for understanding how individuals engage with and adopt technological advancements due to its ability to accurately describe and predict the behaviors of end-users of information technology[2], [3]. When integrating online learning, Lecturers and students must radically alter their methods of communication, assessments, and information delivery. Many lecturers have challenges and restrictions while utilizing online learning, particularly fully online [4]. Many lecturers still have low technological literacy. Therefore, lecturers' readiness and innovative behavior are considered essential elements in determining the success of online learning implementation [3]. Personal innovativeness is a basic personality characteristic that is typically distributed and can be viewed as a willingness to adapt. The ability to accept, adapt, and survive in a new learning context is the component of change readiness [4]. Furthermore, Personal innovativeness is considered a crucial aspect in fostering a positive attitude regarding the acceptance and implementation of novel technology [5]. Individuals with innovativeness react differently to changes based on specific features or tendencies. It emphasizes the importance of being adaptive and adaptable to change by taking different risks than most others. As a result, Lecturers with high personal innovation tend to embrace new ideas and concepts early than their peers, as they are more receptive to change. Some earlier research on personal innovativeness and the TAM model have conducted in online learning [4], [7]–[9]. However, most of them focus on the student’s side. Based on this, the research integrated the innovativeness component of the lecturers using the TAM model as a foundation. Personal innovativeness refers to an individual's inclination to embrace change and explore the possibilities of information technology through experimentation [5]. Individual curiosity plays a crucial p-ISSN 2301-7988, e-ISSN 2581-0588 DOI : 10.32736/sisfokom.v13i2.2122, Copyright ©2024 Submitted : March 24, 2024, Revised : March 31, 2024, Accepted : April 16, 2024, Published : June 15, 2024 280 Jurnal SISFOKOM (Sistem Informasi dan Komputer), Volume 13, Nomor 02, PP 280 - 287 role in personal invention and greatly influences the intention to use information technologies [5], [6]. This study will specifically investigate the mechanisms involved in personal innovation during learning activities. Researchers also seek to investigate the elements that inspire lecturers to continue adopting online learning. Several studies have been carried out to investigate the determinants of lecturers' inclination towards adopting online learning in developed nations. However, in developing countries like Indonesia, where the spread of technology is still in its early phase, further research is required to identify the factors that drive technology diffusion. Previous research has primarily focused on early adoption, while this study focuses on postadoption, which has received little attention. The objective of this study was to augment the current understanding of elearning in the post-adoption phase. Additionally, it seeks to provide university administration with valuable insights into the determinants that impact lecturers' acceptance of online learning in Indonesia. Thus, Understanding the characteristics that motivate lecturers to use e-learning might help higher education administrators build effective e-learning programs. II. LITERATURE REVIEW A. Online learning The term online learning is a form of education that is accomplished via the use of the internet and takes place in a digital classroom internet [10]. Meanwhile, Online learning refers also to the use of electronic equipment, like computers and mobile phones, to facilitate the educational process [[11]. Online learning enables lecturers in different locations to communicate with students online and to teach flexibly, at their own pace. In addition, lecturer (...truncated)