DESCRIPTIVE STUDY OF TECHNOLOGY ACCEPTANCE MODEL IN ASYNCHRONOUS ONLINE LEARNING ON GENERATION Z
Main Article Content
Abstract
The exponential rise in accessible education and emerging technologies has influenced the way people acquire knowledge and learning activities. This innovation proven with the growth of online learning, which is classified into two type: synchronous and asynchronous online learning. In Asynchronous Online Learning (AOL), the instructor will provides a pre-record material and assessment that will uploaded on some online platform. For the implementation purpose, technology acceptance is necessary in online learning. In Technology Acceptance Model (TAM), technology acceptance is described by the two factors, perceived usefulness and perceived ease of use. The aim of this study is to explore technology acceptance on generation Z who has experienced using asynchronous online learning platform. This study utilised a quantitative approach, in which an online questionnaire using the Perceived Usefulness Scale and Perceived Ease of Use Scale was sent to 415 person, aged 14-18 years old. Technology acceptance factors were evaluated by age group, genders, and period of using AOL platforms. Overall, the result indicated that the level of perceived usefulness (M = 21.26) and perceived ease of use (M = 22.42) for generation z who experienced with AOL platform was average. These results are hoped can be a reference for some institute who want to apply asynchronous online learning system.
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