Journal
EDUCATION AND INFORMATION TECHNOLOGIES
Volume 26, Issue 6, Pages 7259-7277Publisher
SPRINGER
DOI: 10.1007/s10639-021-10580-6
Keywords
Coronavirus pandemic; Digital-mediated learning; Faculty development; Technology; Learning performance; Motivation; Technological tasks; Formative effects
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The study found that task-technology fit and technology-induced motivation are necessary conditions for high learning performance, while for female students, task-technology fit and technology-induced engagement and motivation are sufficient conditions.
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.
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