Analyzing the Acceptance of Collaborative Learning Tools among Online Students Using the Technology Acceptance Model

Abstract

Information and Communication Technologies, such as collaborative learning tools, were used in educational institutions to alleviate geographical restrictions and facilitate easier collaboration in education. This study used the Technology Acceptance Model (Davis, 1989) to investigate the relationship between online students and their use of collaborative learning tools using a semi-structured survey questionnaire using Google Forms. A convenience sampling technique was used to identify the target participants, and the data from the 67 respondents were analyzed using a combination of data analysis methods. Results showed that online students’ Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (AT), and Behavioral Intention to Use (BI) positively influence each component that predicts and confirms the Actual Usage (AU) of collaborative learning tools. Among the six types of collaborative learning tools, the most used is communication, and the least used is consensus building. For advantages, three themes were established from the online students’ responses: workflow, usability, and social. For disadvantages, there are four themes established from the responses of online students: workflow, technical, usability, and none. There are concerns regarding the accessibility and usability of the general collaborative learning tools. This study recommended investigating the workflow and usability concerns about using collaborative learning tools as it further understands the user experience (UX) and Human-Computer Interaction (HCI), as not all students can keep up before developing learning technologies that guarantee their future usage.