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Students' satisfaction with online courses is considered as one of the most critical components in the continued use, as well as, adoption of e-learning applications. The study aimed at determining and analyzing the constructs that affect students' satisfaction. It examined the effect of students' self-efficacy and the quality of course design on students' satisfaction, mediated by their attitudes toward online courses. The study was conducted at University of Ha'il. Responses of 202 students were used for the data analysis. The collected data was analyzed using two steps in AMOS: The proposed measurement model was developed using confirmatory factor analysis (CFA), and the relationships were examined using structural equation modeling (SEM). The results revealed that both students' self-efficacy and the quality of course design had a significant positive effect on students' satisfaction, mediated by their attitudes towards online courses. The outcomes of this study can help decision-makers and policymakers in higher education take essential steps to enhance students' satisfaction with online courses and ensure that they continue to be used.

Technology-enhanced learning (TEL) is the use of a computer or other technology which provides education courses or training for students, such as online courses, off-line content, or mixed-mode delivery. The current study aims at developing a model to examine the effect of resource availability and students' subject interest on students' intention to adopt TEL. The data were collected from 157 students at the University of Ha'il and analyzed using a two-step AMOS; confirmatory factor analysis (CFA) was applied to develop the measurement model, and structural equation modelling (SEM) was applied to analyze and test the relationships among constructs in the model. The results showed that both resource availability and students' subject interest have a significant positive effect on students' intention to use TEL. This study may assist decision makers and developers in universities and other higher education institutions and deepen their understanding of factors which may affect students' adoption and usage of TEL.

This study investigates students' readiness to adopt Massive Open Online Courses (MOOCs) at the University of Ha'il. It applied Student Online Learning Readiness (SOLR) model to examine the constructs that might influence students' readiness toward using MOOCs. A questionnaire was sent to students that measured the model's latent constructs: technical competency (TC), social competency (SC), communication competency (CC), and student readiness. A total of 111 responses were received, and the model was analyzed relied on structural equation modeling (SEM). The findings showed that TC and CC had a significant positive effect on the readiness of students to use MOOCs. Surprisingly, SC had an insignificant effect on students' readiness. The findings of this study provide educational decision-makers and designers with essential input for delivering effective MOOCs.

Learning Management System is a software-based technology that is widely adopted by universities. While the implementation of LMS has been successful in developed countries, the utilisation of LMS in developing countries is still considered low. It is believed that there are some barriers that may influence the use of LMS which include Technical Support, Instructional Design and Self-Efficacy. The present research aims at examining the influence of these factors on students' use of LMS. Thus, a research model will be developed based on extending Technology Acceptance Model (TAM). Using the Stratified Random Sampling (SRS), 400 students were selected from three Saudi universities. The participants completed the survey questionnaire that measures their responses to the seven constructs. The data was analysed using Structural Equation Modelling by AMOS. The results showed that the three proposed external factors including technical support, instructional design and perceived self-efficacy had a significant influence on students' use of LMS. These factors had significant direct effects on both perceived ease of use and perceived usefulness of LMS. The results confirmed the validity of the extended TAM model in determining users' usage of LMS. The study also addressed several significant implications for the practitioners and researchers in the field.

Aim/Purpose: The aim of this study was to examine the factors that may influence the use of virtual classrooms. Background: The coronavirus (COVID-19) pandemic has affected and interrupted several aspects of our lives, including education. Most educational institutes and universities have changed their teaching mode from being face-to-face or fixable learning to 'emergency remote education'. As a result, virtual classrooms were utilised in most of these universities to keep the continuity of teaching and delivering education to their students Methodology: Through an online survey, data was collected from 235 of the teaching staff at the University of Ha'il, Saudi Arabia. Structural equation modelling (SEM) using AMOS was applied to analyse the data and testing the hypothesis of the proposed model. Contribution: The study findings have a theoretical, methodological, and practical contribution in the area of virtual classrooms. In terms of its theoretical contribution, this research has enriched the literature on virtual classrooms. Most of previous studies used the basic UTAUT model or other models for different technology, such as LMS, Mobile Cloud Learning and social websites. Few studies have focused on virtual classrooms, and, based on the best knowledge of the researcher, this study is the first study that has extended and modified the UTAUT model by adding an external factor (mobility) with virtual classrooms technology. Thus, it contributes theoretically to IS acceptance literature in general, and to UTAUT models specifically. In terms of methodological contribution, this study assessed all latent constructs in the model in a different context (Saudi Arabia), and tested them through an advanced analysis technique, which some call a second-generation multivariate, by applying a two-step rule in AMOS (CFA and SEM). The CFA has shown solid results that can measure all constructs in the model after deleting a few items that show a low factor loading to the construct. According to Awang (2015), examining the construct, convergent and discriminant validities is essential during the CFA before moving on a step and analysing data using SEM. Thus, this study has validated all constructs and its items using CFA which can be further used in a different culture, specifically in an Arab culture, such as Saudi Arabia. Findings: The results showed that effort expectancy and performance expectancy are significant predictors of behaviour intention toward the use of virtual classrooms. However, in contrast of our expectation, social influence, facilitating condition and mobility were insignificant factors and had no influence on teaching staff's behaviour intention toward the use of virtual classrooms. Recommendations for Practitioners: This research has made a practical contribution. The findings of this study showed which factors can determine the use of virtual classrooms. Decision makers and university organizations and administration can improve their virtual classrooms services based on the factors that determine their use. Taking care of that will lead to an increased use of virtual classrooms and lead to a successful use of virtual classrooms, which will result in huge benefits in applying virtual classrooms in the teaching process. Recommendations for Researchers: Researchers may develop different models and examine other factors to assess their influence on the usage of different technologies. Understanding the factors that may influence the usage of a technology leads to an increase in its usage and adoption. Impact on Society: This study may increase the usage of virtual classrooms among teaching staff by understanding and examining the factors that might determine the use of virtual classrooms. Future Research: Future studies could examine the moderation variables to establish their impact. This study relied on only a purely quantitative design study. Future research might employ a mixed method using both quantitative and qualitative designs to apply an interview after the quantitative study for a better insight and deeper knowledge as well as confirming the quantitative results.

The metaverse, an interactive and immersive 3D virtual environment, has recently become popular and is widely used in several fields, including education. However, the successful use of metaverse relies on the extent to which users intend to adopt and use it. Close examination of this critical issue reveals a lack of research that examines the effects of certain factors on users' intentions toward using metaverses. Thus, this study extends the technology acceptance model by integrating two constructs—perceived system quality and students' personal innovativeness. Using a survey to collect data, 164 responses were received from students at the University of Ha'il in Saudi Arabia. Two steps in structural equation modelling (SEM) using the AMOS software were applied to analyse the data and test the research hypotheses. The results revealed that perceived system quality had a significant effect on students' intentions to use metaverses through perceived ease of use. Furthermore, personal innovativeness had a significant effect on students' intentions through the perceived usefulness of the metaverse. In addition, perceived usefulness affected students' intentions to use a metaverse. Surprisingly, perceived ease of use had an insignificant effect on students' intentions to use the metaverse. Although the proposed model and its findings contribute to the technology acceptance model (TAM) literature, the study's practical value is significant because it can help educational policymakers and authorities to understand the effect of each factor and plan future strategies. Additionally, the findings of this study can assist practitioners, designers, and developers in designing and promoting the utilisation of metaverses. [ABSTRACT FROM AUTHOR]

Innovation, globalization and the rapid expansion of technologies are the current trend now, which lead to the use of latest technologies in several different sectors, including education sector without exception. Learning management system (LMS) that is used for delivering education has become one of the most important innovative tools that is widely used and implemented by educational institutes and universities all over the world. Therefore, it is clear that LMS provides its users with huge benefits. Although LMS has been successful in developed countries and its huge benefits have been gained, the implementation of LMS in developing countries has failed either partly or fully, and its utilization is not complete and considered below the satisfactory level. For an example, in Saudi Arabia, which is considered as one of the developing countries, LMS has been implemented by universities for many years, however its utilization is still under the satisfactory level among both the academic staffs and the students. Organizational, technological and self factors, such as the technical support, self efficacy and instructional design of LMS are believed to be the barriers in Saudi Arabia that may have prevented or decreased the utilization of LMS. Therefore, this paper intends to review the literatures that are related to all the studies that used Technology Acceptance Model (TAM) recently to investigate empirically the influence of factors, majorly the technical support, self efficacy and instructional design, along with other factors that may influence the usage and acceptance of LMS. By reviewing the literatures, it is found herein that enjoyment and self efficacy factors within the context of LMS are mostly examined empirically by using TAM, while technical support, self efficacy and instructional design of LMS have not been empirically and simultaneously examined by using TAM at the global level.

Even though asynchronous e-learning has become popular among universities, few studies have examined how students intend to continue using it for their learning. This study proposed a theoretical model that aims to examine the effects of external factors—emotional engagement and peer interaction—and two constructs of technology acceptance model (TAM) on students' continuous intention to use asynchronous e-learning. A total of 259 students participated in a survey. The data were analysed using two steps in SEM AMOS. confirmatory factor analysis was conducted for assessing model measurement, and structural equation modelling was applied for assessing relationships among constructs and testing hypothesis. The results showed that emotional engagement had a significant effect on students' continuous intention to use asynchronous e-learning through the perceived ease of use of asynchronous e-learning and not through its perceived usefulness. Furthermore, peer interaction had a significant effect on students' continuous intention to use asynchronous e-learning. Moreover, the constructs of the technology acceptance model—perceived ease of use and perceived usefulness—had direct and significant effects on students' continuous intention to use asynchronous e-learning. Several implications and suggestions were discussed. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The aim of this study was to examine the factors that may influence the use of virtual classrooms. Background: The coronavirus (COVID-19) pandemic has affected and interrupted several aspects of our lives, including education. Most educational institutes and universities have changed their teaching mode from being face-to-face or fixable learning to 'emergency remote education'. As a result, virtual classrooms were utilised in most of these universities to keep the continuity of teaching and delivering education to their students. Methodology: Through an online survey, data was collected from 235 of the teaching staff at the University of Ha'il, Saudi Arabia. Structural equation modelling (SEM) using AMOS was applied to analyse the data and testing the hypothesis of the proposed model. Contribution: The study findings have a theoretical, methodological, and practical contribution in the area of virtual classrooms. In terms of its theoretical contribution, this research has enriched the literature on virtual classrooms. Most of previous studies used the basic UTAUT model or other models for different technology, such as LMS, Mobile Cloud Learning and social websites. Few studies have focused on virtual classrooms, and, based on the best knowledge of the researcher, this study is the first study that has extended and modified the UTAUT model by adding an external factor (mobility) with virtual classrooms technology. Thus, it contributes theoretically to IS acceptance literature in general, and to UTAUT models specifically. In terms of methodological contribution, this study assessed all latent constructs in the model in a different context (Saudi Arabia), and tested them through an advanced analysis technique, which some call a second-generation multivariate, by applying a two-step rule in AMOS (CFA and SEM). The CFA has shown solid results that can measure all constructs in the model after deleting a few items that show a low factor loading to the construct. According to Awang (2015), examining the construct, convergent and discriminant validities is essential during the CFA before moving on a step and analysing data using SEM. Thus, this study has validated all constructs and its items using CFA which can be further used in a different culture, specifically in an Arab culture, such as Saudi Arabia. Findings: The results showed that effort expectancy and performance expectancy are significant predictors of behaviour intention toward the use of virtual classrooms. However, in contrast of our expectation, social influence, facilitating condition and mobility were insignificant factors and had no influence on teaching staff 's behaviour intention toward the use of virtual classrooms. Recommendations for Practitioners: This research has made a practical contribution. The findings of this study showed which factors can determine the use of virtual classrooms. Decision makers and university organizations and administration can improve their virtual classrooms services based on the factors that determine their use. Taking care of that will lead to an increased use of virtual classrooms and lead to a successful use of virtual classrooms, which will result in huge benefits in applying virtual classrooms in the teaching process. Recommendations for Researchers: Researchers may develop different models and examine other factors to assess their influence on the usage of different technologies. Understanding the factors that may influence the usage of a technology leads to an increase in its usage and adoption. Impact on Society: This study may increase the usage of virtual classrooms among teaching staff by understanding and examining the factors that might determine the use of virtual classrooms. Future Research: Future studies could examine the moderation variables to establish their impact. This study relied on only a purely quantitative design study. Future research might employ a mixed method using both quantitative and qualitative designs to apply an interview after the quantitative study for a better insight and deeper knowledge as well as confirming the quantitative results. [ABSTRACT FROM AUTHOR]