Factors Influencing Students' Intention of Engaging Asynchronous Online Learning: An Integrated UTAUT Model Based on SOR Theory

This study explores factors related to learners' intention to use online learning technologies. We integrate the UTAUT model with the SOR theory to construct an extended model. Moreover, we use the extended model to test how external "stimuli" influence learners' performance expectancy, effort expectancy, social influence, and facilitating conditions. Further, we also examine the effect of these four constructs on learners' intention and actual behavior to use online learning platforms. Next, we utilize the Structural Equation Model to explore the validity of the extended UTAUT model. Our results show that the website page's design, teacher's support, internet connection, and technology services effectively predict learners' perception of effort expectancy, social influence, and facilitating conditions. However, institute support is not related to learners' performance expectancy. Theoretically, our study extends the UTAUT model by introducing the SOR theory to investigate "stimuli" that influence the adoption of online learning technologies. Practically, we shed light on the visible and measured external factors that impact learners' self-perception for performance expectancy, effort expectancy, social influence, and facilitating conditions.