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Contextualizing Factors Influencing Tutors' Adoption of Online Tutoring Based on Technology Acceptance Model

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Title: Contextualizing Factors Influencing Tutors' Adoption of Online Tutoring Based on Technology Acceptance Model
Language: English
Authors: Nurul Ashikin Izhar (ORCID 0000-0002-4418-4230), Ainul Syahirah Mohd Amin (ORCID 0009-0000-9660-6434), Kaushalya Tinakaran (ORCID 0009-0001-4615-0093), Lee Ping Chong (ORCID 0009-0000-6445-5002)
Source: Turkish Online Journal of Distance Education. 2025 26(4).
Availability: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Electronic Learning, Tutoring, Private Education, Tutors, Adoption (Ideas), Influences, Technological Literacy, Self Efficacy, Communication Skills, Usability, Intention, Models
ISSN: 1302-6488
Abstract: Online education has experienced substantial growth, driven by technological advancements and expanded internet accessibility. Many private academic institutions have transitioned to online platforms, offering diverse educational services tailored to meet varying student needs. Despite this shift, research on online education has largely concentrated on higher education, leaving a gap in understanding its impact within school-level settings. This study addresses this gap by focusing on online private tutoring (OPT) by examining the factors influencing the tutors' intention in adopting it. Specifically, this study investigates how tutors' technological skills and communication self-efficacy impact their perceived usefulness and ease of use of online education platforms, drawing upon the Technology Acceptance Model (TAM). The study hypothesizes that tutors' technological skills and communication self-efficacy are associated with their perceived usefulness and ease of use of OPT, respectively, and further influencing their intention to adopt OPT for teaching and learning. Data were collected from a survey of 150 tutors engaged in OPT, with analyses conducted using SPSS version 25 and SmartPLS 4.0. Results indicated that, while all factors were moderate in influence, technological skills did not significantly impact perceived usefulness. Communication self-efficacy showed a moderate effect on perceived usefulness, while perceived ease of use had a strong impact, suggesting that ease of use leads tutors to view OPT as beneficial for instruction. Both technological skills and communication self-efficacy moderately influenced perceived ease of use. The model demonstrated moderate predictive power in assessing the adoption of OPT among tutors. These findings contribute to contextualizing TAM within online education, offering empirical insights into the factors that influence tutors' adoption of digital teaching and learning strategy. This study provides valuable implications for policymakers and educational leaders aiming to enhance online learning experiences, supporting the continued adaptation of TAM for educational contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485934
Database: ERIC
FullText Text:
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  Data: Contextualizing Factors Influencing Tutors' Adoption of Online Tutoring Based on Technology Acceptance Model
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  Data: <searchLink fieldCode="AR" term="%22Nurul+Ashikin+Izhar%22">Nurul Ashikin Izhar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4418-4230">0000-0002-4418-4230</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ainul+Syahirah+Mohd+Amin%22">Ainul Syahirah Mohd Amin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9660-6434">0009-0000-9660-6434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kaushalya+Tinakaran%22">Kaushalya Tinakaran</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4615-0093">0009-0001-4615-0093</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lee+Ping+Chong%22">Lee Ping Chong</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6445-5002">0009-0000-6445-5002</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. 2025 26(4).
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  Data: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Education%22">Private Education</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
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  Data: 1302-6488
– Name: Abstract
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  Data: Online education has experienced substantial growth, driven by technological advancements and expanded internet accessibility. Many private academic institutions have transitioned to online platforms, offering diverse educational services tailored to meet varying student needs. Despite this shift, research on online education has largely concentrated on higher education, leaving a gap in understanding its impact within school-level settings. This study addresses this gap by focusing on online private tutoring (OPT) by examining the factors influencing the tutors' intention in adopting it. Specifically, this study investigates how tutors' technological skills and communication self-efficacy impact their perceived usefulness and ease of use of online education platforms, drawing upon the Technology Acceptance Model (TAM). The study hypothesizes that tutors' technological skills and communication self-efficacy are associated with their perceived usefulness and ease of use of OPT, respectively, and further influencing their intention to adopt OPT for teaching and learning. Data were collected from a survey of 150 tutors engaged in OPT, with analyses conducted using SPSS version 25 and SmartPLS 4.0. Results indicated that, while all factors were moderate in influence, technological skills did not significantly impact perceived usefulness. Communication self-efficacy showed a moderate effect on perceived usefulness, while perceived ease of use had a strong impact, suggesting that ease of use leads tutors to view OPT as beneficial for instruction. Both technological skills and communication self-efficacy moderately influenced perceived ease of use. The model demonstrated moderate predictive power in assessing the adoption of OPT among tutors. These findings contribute to contextualizing TAM within online education, offering empirical insights into the factors that influence tutors' adoption of digital teaching and learning strategy. This study provides valuable implications for policymakers and educational leaders aiming to enhance online learning experiences, supporting the continued adaptation of TAM for educational contexts.
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  Data: 2025
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  Data: EJ1485934
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Private Education
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Usability
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      – SubjectFull: Intention
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      – SubjectFull: Models
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      – TitleFull: Contextualizing Factors Influencing Tutors' Adoption of Online Tutoring Based on Technology Acceptance Model
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            NameFull: Kaushalya Tinakaran
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