ABSTRACT

This study investigates and compares the continuance intention of full-time business school students and faculty in India and Italy who moved from traditional pedagogy style to the digital classroom due to the COVID-19 pandemic. The study integrates the Expectation Confirmation Model (ECM) and Task-Technology Fit (TTF) to examine their continuance intention. Survey data was collected from 396 business school students and 130 faculty members from India and Italy and analysed using SmartPLS 3 software. The study found that perceived usefulness, satisfaction, and task-technology fit significantly impact the continuance intentions of students and faculty. Multigroup analysis of students indicates that Italian students are more driven by task-technology fit as compared to Indian students in their continuance intention; in comparison, Indian students rely more on gaining experience and knowhow on technology. Finally, the multigroup study of faculty suggests that Italian educators have a comparatively stronger orientation towards the fit between digital classroom technology and a portfolio of related tasks. In comparison, their Indian counterparts rely more on the perceived usefulness of technology. The strength of relationship between task-technology fit and continuance intention is comparatively lower for faculty as compared to students in both countries. Finally, implications for theory and practice are discussed.

摘要

本研究调查并比较了由于 COVID-19 大流行而从传统教学方式转向数字课堂的印度和意大利全日制商学院学生和教职员工的继续学习意愿。该研究整合了期望确认模型 (ECM) 和任务技术拟合 (TTF) 来检查他们的持续意图。调查数据来自印度和意大利的 396 名商学院学生和 130 名教职员工，并使用 SmartPLS 3 软件进行分析。研究发现，感知有用性、满意度和任务技术匹配度显着影响学生和教师的继续意向。对学生的多组分析表明，与印度学生相比，意大利学生的继续学习意愿更受任务技术匹配的驱动；相比下，印度学生更多地依赖于获得经验和技术知识。最后，对教师的多组研究表明，意大利教育工作者对数字课堂技术与相关任务组合之间的匹配具有相对更强的定位。相比之下，他们的印度同行更多地依赖技术的感知有用性。与两国的学生相比，教师的任务-技术契合度和继续意向之间的关系强度相对较低。最后，讨论了对理论和实践的影响。相比之下，他们的印度同行更多地依赖技术的感知有用性。与两国的学生相比，教师的任务-技术契合度和继续意向之间的关系强度相对较低。最后，讨论了对理论和实践的影响。相比之下，他们的印度同行更多地依赖技术的感知有用性。与两国的学生相比，教师的任务-技术契合度和继续意向之间的关系强度相对较低。最后，讨论了对理论和实践的影响。