Personal safety has had a renewed focus throughout the COVID-19 pandemic, which has led to behavioral change. The adoption of E-wallets facilitates social distancing and thereby helps prevent the spread of the COVID-19 virus. This paper aims to investigate the potential for consumers’ continued usage of an E-wallet service through an integrated framework based on two established models: the Health Belief Model (HBM) and Technology Continuous Theory (TCT). An electronic survey was distributed to a sample of 1080 individuals from academic society in three different Hungarian universities who had used an electronic wallet during the pandemic COVID-19. Structural equation modelling (SEM) was applied in the study and explained the 55.9% variance in consumers’ continuous intention towards E-wallet usage. This study found that while the COVID-19 pandemic strongly influenced the current use of e-wallets; the pivotal factor affecting their continued use is based on consumer self-efficacy. The study has both short and long-term implications; in the short-term, decisionmakers should utilize health threat constructs (as an element of the protective behaviors taken during the COVID-19 pandemic) to motivate consumers to use E-wallets; in the longer-term, banks should develop further strategies that encourage consumer loyalty regarding E-wallets by reassuring customers that these financial services achieve the value and benefits that they expect, resulting in self-efficacy.

Continuous Intention to Use E-Wallet in the Context of the COVID-19 Pandemic: Integrating the Health Belief Model (HBM) and Technology Continuous Theory (TCT)

Online meeting platforms have been widely utilized during the COVID-19 pandemic due to the current shift from traditional learning. However, the acceptance of the different online meeting platforms for e-learning has been underexplored. The purpose of this study was to determine the factors for acceptance of an online learning platform among students during the COVID-19 pandemic. A total of 500 senior high school students voluntarily participated to answer constructs under the Extended Technology Acceptance Model (ETAM) and Delone and McLean IS Success Model. Several latent including user interface (UI), perceived ease of use (PEU), perceived usefulness (PU), information quality (IQ), system quality (SQ), behavioral intentions (BI), and actual use were analyzed by Structural Equation Modeling (SEM). The results indicated that PEU was found to have the greatest on actual use (AU), followed by UI and SQ towards PEU, which subsequently led to BI and AU. Finally, IQ was found to have a significant effect on PU, which led to BI and AU. The level of student acceptability considers the ease of use, user interface, system quality, information quality, leading to a positive behavioral intention for actual use. With that, it would be of best interest to consider the factors that would lead students towards accepting the platforms utilized and therefore the current education system. Moreover, this will lead to their acceptance and promote learning even with the COVID-19 pandemic. Finally, the model construct can be applied and utilized to analyze the online learning platforms in other countries.

https://www.mdpi.com/2071-1050/13/15/8365/pdf

Determining Factors Affecting Acceptance of E-Learning Platforms during the COVID-19 Pandemic: Integrating Extended Technology Acceptance Model and DeLone & McLean IS Success Model

Entrepreneurship education is growing worldwide, but key educational and didactical issues remain. What are we talking about when we talk about entrepreneurship education? What are we really doing when we teach or educate people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, the relevancy, the coherency, the social usefulness and the efficiency of our initiatives and practices in entrepreneurship education? Addressing these issues and challenges, this article suggests that at least two major evolutions might reinforce the future of entrepreneurship education. First, we need strong intellectual and conceptual foundations, drawing from the fields of entrepreneurship and education, to strengthen our entrepreneurship courses. And finally, we also need to deeply reflect on our practices, as researchers and educators, taking a more critical stance toward a too often adopted “taken for granted” position.

Personal views on the future of entrepreneurship education

Digital transformation and emerging technologies open a horizon to a new method of teaching and learning and revolutionizes the e-learning industry. The goal of this study is to scrutinize a proposed research model for predicting factors that influence student’s behavioral intention to use e-learning system at Begum Rokeya University, Bangladesh. The study used quantitative approach and developed a research model based on several technological acceptance models. In order to test the model, a survey was conducted to obtain data from 262 university students. SEM-PLS, a multivariate statistical analysis technique, was used to analyze the responses to examine the model, factors, structural relationships, and hypotheses. The result shows that ‘perceived usefulness’ and ‘perceived ease of use’ positively and significantly influenced by ‘perceived enjoyment’. Furthermore, ‘perceived usefulness’, ‘perceived ease of use’ and ‘facilitating condition’ have a significant impact to predict behavioral intention to use e-learning. The results of mediation analysis show that ‘perceived usefulness’ and ‘perceived ease of use’ have mediating effects between the predictors and the outcome. Finally, ‘facilitating condition’ have a remarkable moderating effect to predict the student’s behavioral intention in using e-learning. The findings have a noteworthy empirical implication for educational institutions to introduce e-learning system as one of the teaching and learning tools.

/pdf/predicting-behavioral-intention-to-use-e-learning-system-a-p5p05r2fbh.pdf

Predicting behavioral intention to use e-learning system: A case-study in Begum Rokeya University, Rangpur, Bangladesh

The inevitable disruptions caused by COVID-19 in the hospitality and tourism education sector have made online learning a necessity rather than an option. This study employs the user experience questionnaire (UEQ) to examine students' online learning experiences specifically in the context of COVID-19. Data collection involved a Qualtrics online survey with a convenience sample of 216 tourism and hospitality students in Macau. Overall, results point to a generally positive appraisal of online attributes, but satisfaction is marginal. Initial principal component factor analysis generated three orthogonal factors of online learning attributes: “Perspicuity and dependability”; “Stimulation and attractiveness”; and “Usability and innovation”. Further regression analysis reveals that “Stimulation and attractiveness” is the strongest predictor of the students’ satisfaction regarding online learning during the COVID-19 disruptions. This novel finding points to the need for hospitality and tourism education institutions to develop an attractive and motivating visual environment for online course delivery since a stimulating online learning atmosphere is crucial in the context of the pedagogical disruptions caused by COVID-19. Nonetheless, these findings are specific to Chinese students and reflect their learning satisfaction which may differ in other contexts.

Determining the attributes that influence students' online learning satisfaction during COVID-19 pandemic.

The prevalence of COVID-19 has changed traditional teaching modes. For many teachers, online learning effectively compensated for the absence of traditional face-to-face instruction. Online learning can support students and schools and can create unique opportunities under emergency management. Educational institutions in various countries have launched large-scale online course modes in response to the pandemic. Additionally, online learning during a pandemic differs from traditional online learning modes. Through surveying students in higher education institutions, educational reform under emergency management can be explored. Therefore, university students were surveyed to investigate their continuance intention regarding online learning during the pandemic. Expectation confirmation theory was extended using the task-technology fit model to ascertain whether the technical support of promoting online learning helped student’s complete course learning tasks during the pandemic and spawned a continuance intention to use online learning in the future. Data were collected through online questionnaires. A total of 854 valid responses were collected, and partial least squares structural equation modeling was employed to verify the research hypotheses. The results revealed that the overall research framework largely explained continuance intention. Concrete suggestions are proposed for higher education institutions to promote online learning modes and methods after the COVID-19 pandemic.

https://www.mdpi.com/2071-1050/13/8/4586/pdf

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Entrepreneurial education has always played an important role in developing entrepreneurship. In recent years, China has been emphasizing the integration of innovative entrepreneurship concepts into university curricula. Entrepreneurial education can also contribute to the sustainability of business development. In the context of “mass entrepreneurship and innovation”, entrepreneurial education is important to promote the restructuring of the economic and business model, enhance the development momentum, and follow the innovation-driven development path. However, whether the promotion of entrepreneurial education will lead to entrepreneurial intentions of college students, and thus, specific proposals for the promotion of the entrepreneurial education model remains unclear. Therefore, this study adopted the theory of planned behavior perspective coupled with perceived university support to extend the theory of planned behavior framework and explain the effect of such support on student entrepreneurial intention. The study results revealed that perceived university support significantly affected student attitude toward entrepreneurship, which signaled universities’ critical role in establishing entrepreneurial spirit in students. A significant effect on behavioral control was also observed for perceived university support. Regarding the effects of perceived university support on attitude toward entrepreneurship and behavioral control, the results revealed the effect was far greater on attitude than on behavioral control. Such intention was not directly affected by subjective norms. Therefore, a scientifically rational entrepreneurship course system is critical for effective entrepreneurship education. Overall, encouraging students to engage in the continuous process of entrepreneurship through entrepreneurship courses can concurrently benefit overall economic and social development.

Factors Influencing Entrepreneurial Intention of University Students in China: Integrating the Perceived University Support and Theory of Planned Behavior

Ting Wang

Papers

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Factors Influencing Entrepreneurial Intention of University Students in China: Integrating the Perceived University Support and Theory of Planned Behavior