The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach
| dc.authorid | 0000-0002-1163-0185 | |
| dc.authorid | 0000-0002-9243-2104 | |
| dc.contributor.author | Elçi, Alev | |
| dc.contributor.author | Abubakar, A. Mohammed | |
| dc.date.accessioned | 2021-05-31T11:10:21Z | |
| dc.date.available | 2021-05-31T11:10:21Z | |
| dc.date.issued | 2021 | |
| dc.department | Mühendislik Fakültesi | |
| dc.description | Elçi, Alev ( Aksaray, Yazar ) | |
| dc.description.abstract | At the onset of 2020, Covid-19 pandemic began and disrupted teaching and learning activities with substantial implications for resources and operations. Against this backdrop, the configural causal effects of task-technology fit, technology-induced engagement and motivation, gender, and residential location on learning performance are examined. The proposed association was tested with a dyad sample of faculty members and students (n = 16) using fuzzy sets (fsQCA) analysis. Results show that (i) task-technology fit, and technology-induced motivation emerge as necessary conditions for high learning performance; (ii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among female students, (iii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among students living in urban areas and (iv) task-technology fit is a sufficient condition for high learning performance among female students living in rural areas irrespective of technology-induced engagement and motivation. Implications for theory and policy prescriptions are offered for practitioners | |
| dc.identifier.doi | 10.1007/s10639-021-10580-6 | |
| dc.identifier.endpage | - | en_US |
| dc.identifier.issue | - | en_US |
| dc.identifier.pmid | 34031629 | |
| dc.identifier.scopusquality | N/A | |
| dc.identifier.startpage | - | en_US |
| dc.identifier.uri | https:/dx.doi.org/10.1007/s10639-021-10580-6 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12451/7987 | |
| dc.identifier.volume | - | en_US |
| dc.identifier.wos | WOS:000652074600001 | |
| dc.identifier.wosquality | Q1 | |
| dc.indekslendigikaynak | Web of Science | |
| dc.indekslendigikaynak | Scopus | |
| dc.indekslendigikaynak | PubMed | |
| dc.language.iso | en | |
| dc.publisher | Springer | |
| dc.relation.ispartof | ducation and Information Technologies | |
| dc.relation.publicationcategory | Diğer | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | Coronavirus Pandemic | |
| dc.subject | Formative Effects | |
| dc.subject | Learning Performance | |
| dc.subject | Motivation | |
| dc.subject | Technological Tasks | |
| dc.subject | Technology | |
| dc.subject | Digital-mediated Learning | |
| dc.subject | Faculty Development | |
| dc.title | The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach | |
| dc.type | Other |
