| Abstrakt: |
This study aims to examine a model that is able to increase the continuance intention of students to use the concept of e-learning on campus. There are several variables studied in testing the model including facilitating conditions, self-efficacy, and usefulness of students. Analysis of the model is carried out by surveying users, namely students, who have interacted with the concept of e-learning. In the study, quantitative questionnaires were distributed to 469 students in Bandung (Indonesia), with experience using e-learning as an online learning method. The research model was tested through the SEM (Structural Equation Model) approach with the SmartPLS tool, while the test was carried out twice with the PLS Algorithm and Bootstrapping process. Furthermore, the evaluation of the model through the Inner and Outer tests and research hypothesis testing. The test results stated that the self-efficacy of students has a positive relationship with the perceived usefulness of students, and indirectly self-efficacy is also able to increase the continuance intention of students on the concept of e-learning on campus. Perceived usefulness from students is able to mediate between self-efficacy and increase student continuance intention. Another finding from the research is that the facilitation conditions of e-learning owned by students are not able to change the perceived usefulness and continuance intention. The novelty of the research explains that there is a new model, namely the technology adoption model on the e-learning concept, which will run well if it is supported by the self-efficacy of the user and the mediation of perceived usefulness. This research is important to pay attention to, especially for universities that implement the concept of e-learning, which need to pay attention to the readiness of students related to self-efficacy and perceived usefulness. [ABSTRACT FROM AUTHOR] |
