The Relationship Between Internet Self-Efficacy, Self-Directed Learning, and Motivation for Learning towards Technology Acceptance in Digital Learning among Indigenous Society in Malaysia
Abstract
With the development of the Internet and new technologies, digital education has ended up a promising solution for the society which are currently in an environment of intense change. Orang Asli community is unendingly given support by the government for their development so as not to expand the digital differences with other advanced races in Malaysia. IT knowledge and access to internet and computers appear as one of the attainable choices for the young people to support the information that society value. The purpose of this study was twofold: 1) To examine the level of technology acceptance of digital learning among indigenous society. 2) To examine the relationship between internet self-efficacy, self-directed learning, motivation for learning, and technology acceptance. Hope this contribution of study can help this society to emerge. Therefore, the proposed study is to identify the factors contributing to acceptance of digital learning among indigenous society in Cameron Highland. A preliminary focus group interview will be conducted to understand the issues, problems and factors affecting the acceptance of digital learning. Next, 200 questionnaires are expected to be distributed to indigenous society. The questionnaires will be analyzed both descriptive and structured equation modelling (SEM), applying SmartPLS software version 28, and hoped the output of the research can contribute to their development for a better life.
References
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Chuang, S. C., Lin, F. M., & Tsai, C. C. (2015). An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students. Computers in Human Behavior, 48, 147-155.
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Granic, A., & Marangunic, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
Hockly, N. (2012). Substitute or redefine. Modern English Teacher, 21(3), 40-42.
Hsu, M. H., & Chiu, C. M. (2004). Internet self-efficacy and electronic service acceptance. Decision support systems, 38(3), 369-381.
Herlo, D. (2017). Self-directed learning on teacher training studies programs. Educația Plus, 18(2), 7-17.
Harandi, S. R. (2015). Effects of e-learning on Students’ Motivation. Procedia-Social and Behavioral Sciences, 181(2015), 423-430.
Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van de Wiel, M. (2010). The challenge of self‐directed and self‐regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of vocational education and training, 62(4), 415-440.
Kim, Y., & Glassman, M. (2013). Beyond search and communication: Development and
validation of the internet self-efficacy scale (ISS). Computers in Human Behaviour Journal
Khiat, H. (2017). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of further and Higher Education, 41(1), 44-59.
Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.
Lemmetty, S., & Collin, K. (2020). Self-directed learning as a practice of workplace learning: interpretative repertoires of self-directed learning in ICT work. Vocations and Learning, 13(1), 47-70.
Lee, K., Tsai, P. S., Chai, C. S., & Koh, J. H. L. (2014). Students' perceptions of self‐directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425-437.
Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12.
Martin, F., Stamper, B., & Flowers, C. (2020). Examining Student Perception of Readiness for Online Learning: Importance and Confidence. Online Learning, 24(2), 38-58.
Nasri, N. M., & Mansor, A. N. (2016). Teacher educators’ perspectives on the sociocultural dimensions of self-directed learning. Creative Education, 7(18), 2755.
New Straits Times (2019). NFCP to bridge Orang Asli digital gap. Retrieved From: https://www.nst.com.my/news/government-public-policy/2019/10/530784/nfcp-bridge-orang-asli-digital-gap.
Pardo, A. (2018). A feedback model for data-rich learning experiences. Assessment & Evaluation in Higher Education, 43(3), 428–438. https://doi.org/10.1080/02602938.2017.1356905
Puteri, L. H. (2018). The apperception approach for stimulating student learning motivation. International Journal of Education, Training and Learning, 2(1), 7-12.
Pena-Lopez, I. (2016). Innovating Education and Educating for Innovation. The Power of Digital Technologies and Skills.
Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and Self-Regulated Learning.Components of Classroom Academic Performance. Journal of Educational Psychology.
Sun, J. C. Y., Yu, S. J., Lin, S. S., & Tseng, S. S. (2016). The mediating effect of anti-phishing self-efficacy between college students’ internet self-efficacy and anti-phishing behavior and gender difference. Computers in Human Behavior, 59, 249-257.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4).
Sukardjo, M., & Salam, M. (2020). Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes. International Journal of Instruction, 13(3), 275-292.
Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences, 32, 321-328.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35.
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of educational research, 79(2), 625-649.
Schepers, J., & Wetzels, M. (2007). A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Information & management, 44(1), 90-103.
Thoma, B., Turnquist, A., Zaver, F., Hall, A. K., & Chan, T. M. (2019). Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Medical teacher, 41(4), 385-390.
Tsai, C. C., Chuang, S. C., Liang, J. C., & Tsai, M. J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Journal of Educational Technology & Society, 14(4), 222-240.
Torun, E. D. (2019). University students’ innovative personality and internet self-efficacy. Current Debates in Film & Media Studies, 67.
Teo, T., & Lee, C. (2010). Fostering self-directed learning with ICT. ICT for Self-Directed and Collaborative Learning, 39-51.
Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527.
Timothy, T., Chee, T. S., Beng, L. C., Sing, C. C., Ling, K. J. H., Li, C. W., & Mun, C. H. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55(4), 1764-1771.
Tas, C., Brown, E. C., Esen-Danaci, A., Lysaker, P. H., & Brüne, M. (2012). Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia. Journal of Psychiatric Research, 46(8), 1086-1092.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
Yovkov, l. (2020). Motivation for traditional study and e-learning of desired and undesired specialties. Anthropological Researches and Studies, 1(10), 123-130.
Aesaert, K., & Van Braak, J. (2014). Institutionalised ICT use in primary education: A multilevel analysis. Computers & Education, 72, 1-10.
Aypay, A., Celik, H. C., Aypay, A., & Sever, M. (2012). Technology Acceptance in Education: A Study of Pre-Service Teachers in Turkey. Turkish Online Journal of Educational Technology-TOJET, 11(4), 264-272.
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research and practice. Routledge.
Chiu, Y. L., Liang, J. C., Mao, P. C. M., & Tsai, C. C. (2016). Improving health care providers' capacity for self-regulated learning in online continuing pharmacy education: the role of internet self-efficacy. Journal of Continuing Education in the Health Professions, 36(2), 89-95.
Chuang, S. C., Lin, F. M., & Tsai, C. C. (2015). An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students. Computers in Human Behavior, 48, 147-155.
Chang, C. S., Liu, E. Z. F., Sung, H. Y., Lin, C. H., Chen, N. S., & Cheng, S. S. (2014). Effects of online college student’s Internet self-efficacy on learning motivation and performance. Innovations in education and teaching international, 51(4), 366-377.
Curran, V., Gustafson, D. L., Simmons, K., Lannon, H., Wang, C., Garmsiri, M., ... & Wetsch, L. (2019). Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age. Journal of Adult and Continuing Education, 25(1), 74-93.
Cervero, R. M., & Daley, B. J. (2016). Continuing professional education: A contested space. New directions for adult and continuing education, 2016(151), 9-18.
Carson, E.H. (2012). Self-directed learning and academic achievement in secondary online
students. The University of Tennessee at Chattanooga, Chattanooga. Dumpit, D. Z., & Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14(1), 5.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report (p. 308). Springer Nature.
Grand-Clement, S. (2017). Digital Learning: Education and Skills in the Digital Age. RAND Europe.
Gangadharbatla, H. (2008). Facebook me: Collective self-esteem, need to belong, and internet self-efficacy as predictors of the iGeneration’s attitudes toward social networking sites. Journal of interactive advertising, 8(2), 5-15.
Granic, A., & Marangunic, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
Hockly, N. (2012). Substitute or redefine. Modern English Teacher, 21(3), 40-42.
Hsu, M. H., & Chiu, C. M. (2004). Internet self-efficacy and electronic service acceptance. Decision support systems, 38(3), 369-381.
Herlo, D. (2017). Self-directed learning on teacher training studies programs. Educația Plus, 18(2), 7-17.
Harandi, S. R. (2015). Effects of e-learning on Students’ Motivation. Procedia-Social and Behavioral Sciences, 181(2015), 423-430.
Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van de Wiel, M. (2010). The challenge of self‐directed and self‐regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of vocational education and training, 62(4), 415-440.
Kim, Y., & Glassman, M. (2013). Beyond search and communication: Development and
validation of the internet self-efficacy scale (ISS). Computers in Human Behaviour Journal
Khiat, H. (2017). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of further and Higher Education, 41(1), 44-59.
Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.
Lemmetty, S., & Collin, K. (2020). Self-directed learning as a practice of workplace learning: interpretative repertoires of self-directed learning in ICT work. Vocations and Learning, 13(1), 47-70.
Lee, K., Tsai, P. S., Chai, C. S., & Koh, J. H. L. (2014). Students' perceptions of self‐directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425-437.
Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12.
Martin, F., Stamper, B., & Flowers, C. (2020). Examining Student Perception of Readiness for Online Learning: Importance and Confidence. Online Learning, 24(2), 38-58.
Nasri, N. M., & Mansor, A. N. (2016). Teacher educators’ perspectives on the sociocultural dimensions of self-directed learning. Creative Education, 7(18), 2755.
New Straits Times (2019). NFCP to bridge Orang Asli digital gap. Retrieved From: https://www.nst.com.my/news/government-public-policy/2019/10/530784/nfcp-bridge-orang-asli-digital-gap.
Pardo, A. (2018). A feedback model for data-rich learning experiences. Assessment & Evaluation in Higher Education, 43(3), 428–438. https://doi.org/10.1080/02602938.2017.1356905
Puteri, L. H. (2018). The apperception approach for stimulating student learning motivation. International Journal of Education, Training and Learning, 2(1), 7-12.
Pena-Lopez, I. (2016). Innovating Education and Educating for Innovation. The Power of Digital Technologies and Skills.
Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and Self-Regulated Learning.Components of Classroom Academic Performance. Journal of Educational Psychology.
Sun, J. C. Y., Yu, S. J., Lin, S. S., & Tseng, S. S. (2016). The mediating effect of anti-phishing self-efficacy between college students’ internet self-efficacy and anti-phishing behavior and gender difference. Computers in Human Behavior, 59, 249-257.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4).
Sukardjo, M., & Salam, M. (2020). Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes. International Journal of Instruction, 13(3), 275-292.
Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences, 32, 321-328.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35.
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of educational research, 79(2), 625-649.
Schepers, J., & Wetzels, M. (2007). A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Information & management, 44(1), 90-103.
Thoma, B., Turnquist, A., Zaver, F., Hall, A. K., & Chan, T. M. (2019). Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Medical teacher, 41(4), 385-390.
Tsai, C. C., Chuang, S. C., Liang, J. C., & Tsai, M. J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Journal of Educational Technology & Society, 14(4), 222-240.
Torun, E. D. (2019). University students’ innovative personality and internet self-efficacy. Current Debates in Film & Media Studies, 67.
Teo, T., & Lee, C. (2010). Fostering self-directed learning with ICT. ICT for Self-Directed and Collaborative Learning, 39-51.
Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527.
Timothy, T., Chee, T. S., Beng, L. C., Sing, C. C., Ling, K. J. H., Li, C. W., & Mun, C. H. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55(4), 1764-1771.
Tas, C., Brown, E. C., Esen-Danaci, A., Lysaker, P. H., & Brüne, M. (2012). Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia. Journal of Psychiatric Research, 46(8), 1086-1092.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
Yovkov, l. (2020). Motivation for traditional study and e-learning of desired and undesired specialties. Anthropological Researches and Studies, 1(10), 123-130.
Published
2021-04-01
How to Cite
HAFIT, Nor Intan Adha et al.
The Relationship Between Internet Self-Efficacy, Self-Directed Learning, and Motivation for Learning towards Technology Acceptance in Digital Learning among Indigenous Society in Malaysia.
International Journal of Advanced Research in Education and Society, [S.l.], v. 3, n. 1, p. 142-150, apr. 2021.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/12929>. Date accessed: 04 oct. 2024.
Section
Articles
