Purpose

The aim of the study is to examine the intention of students toward the online education system with emphasis on online examination in higher education. The study investigated different constructs that have an influence on the use of the online platform for learning to the specific domain that mitigates the personal needs of the learners outside the physical class boundaries.

Design/methodology/approach

Data were collected through a self-administered structured questionnaire in a single cross-sectional survey from 430 students of higher educational institutions in India. The partial least square approach was used for path modeling to examine the relationships in the proposed research model using Smart PLS-3.3.2.

Findings

Attitude, ease of use and usefulness have a significant relationship with the behavioral intention to use the online education system. However, nature of residential status, use of devices and use of network have an insignificant impact on the intention to use the online educational system.

Research limitations/implications

Though the study focused on the technology acceptance model (TAM) to examine the relationship in the proposed model, there is a need to consider the other constructs such as perceived behavioral control, past experience, etc. in future studies.

Originality/value

This paper identified the major determinants of students' intention to adapt to the online education system with special reference to the examination system and proposed a direction to encourage the higher education students to use online education as an alternate of physical classroom education.

中文翻译：

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“数字原住民”在高等教育中适应在线教育系统的行为意图

目的

本研究的目的是考察学生对在线教育系统的意向，重点是高等教育中的在线考试。该研究调查了影响使用在线平台学习特定领域的不同结构，这些结构减轻了学习者在物理班级边界之外的个人需求。

设计/方法/方法

数据是通过对印度高等教育机构的 430 名学生进行的单一横断面调查中的自我管理结构化问卷收集的。偏最小二乘法用于路径建模，以使用 Smart PLS-3.3.2 检查所提出的研究模型中的关系。

发现

态度、易用性和有用性与使用在线教育系统的行为意向有着显着的关系。然而，居住状态的性质、设备的使用和网络的使用对使用在线教育系统的意图影响不大。

研究限制/影响

尽管该研究侧重于技术接受模型 (TAM) 以检查所提出模型中的关系，但在未来的研究中需要考虑其他构造，例如感知行为控制、过去的经验等。

原创性/价值

本文特别参考了考试制度，确定了学生适应在线教育系统意愿的主要决定因素，并提出了鼓励高等教育学生将在线教育作为体育课堂教育替代的方向。