With digital classrooms replacing traditional pedagogy style amid the Covid-19 pandemic, this comparative study found that Italian students are more driven by task-technology fit as compared to Indian students in their continuance intention.
Authors
Sumedha Chauhan, Associate Professor, Jindal Global Business School, O. P. Jindal Global University, Sonipat, Haryana, India.
Sandeep Goyal, LM Thapar School of Management, Thapar Institute of Engineering and Technology, Patiala, India; Institute for Competitiveness, Haryana, India.
Amit Kumar Bhardwaj, LM Thapar School of Management, Thapar Institute of Engineering and Technology, Patiala, India.
Summary
This study investigates and compares the continuance intention of full-time business school students and faculty in India and Italy who moved from traditional pedagogy style to the digital classroom due to the COVID-19 pandemic.
The study integrates the Expectation Confirmation Model (ECM) and Task-Technology Fit (TTF) to examine their continuance intention. Survey data was collected from 396 business school students and 130 faculty members from India and Italy and analysed using SmartPLS 3 software.
The study found that perceived usefulness, satisfaction, and task-technology fit significantly impact the continuance intentions of students and faculty. Multigroup analysis of students indicates that Italian students are more driven by task-technology fit as compared to Indian students in their continuance intention; in comparison, Indian students rely more on gaining experience and knowhow on technology.
Finally, the multigroup study of faculty suggests that Italian educators have a comparatively stronger orientation towards the fit between digital classroom technology and a portfolio of related tasks. In comparison, their Indian counterparts rely more on the perceived usefulness of technology.
The strength of relationship between task-technology fit and continuance intention is comparatively lower for faculty as compared to students in both countries. Finally, implications for theory and practice are discussed.
Published in: Behaviour & Information Technology
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