Modeling adoption intention of online education in Thailand using the extended decomposed theory of planned behavior (DTPB) with self-directed learning
Keywords:Online Education, Thailand, Distance Learning, DTPB, Innovation, Adoption, Self-Directed Learning
This study aimed to explore the determinants of online education adoption based upon the extended Decomposed Theory of Planned Behavior with self-directed learning attributes. Quantitative research method was employed for data collection from a sample of 542 students in Thailand. Data was analyzed using Structural Equation Modeling (SEM). Results showed that all four main variables based on the extended DTPB with self-directed learning were significantly related to adoption intention. However, perceived relative advantage and perceived trialability were found to be insignificantly related to attitude towards online education. Interpersonal influences include peers, family, and the community were found to be significantly related to subjective norms, while superiors’ influence was not. In addition, self-efficacy, technology and resources facilitations were found to be significantly related to perceived behavioral control, and subsequently related to adoption intention towards online education. Surprisingly, more importance was given to factors such as whether online education is personally and socially compatible, simple to use, and seeing other people studying online. Interpersonal referents are influential factors rather than external referents in the students’ decisions, with the exception of more distant relationships with superiors or employers. Findings also indicate that if Thai students are autonomous learners (self-directed learning), have confidence in their capabilities, and have sufficient resources as well as technological facilitations, they are more likely to have intention to adopt online education. This study then provides discussion on both academic and practical implications based on the findings.