RESUMEN
The COVID-19 global epidemic has compelled higher education institutions to reconsider their teaching methods. Because of this public health emergency, universities in higher education have adopted e-learning techniques as a solution to face-to-face education. Thus, e-learning has emerged as a critical technology in education at higher education institutions. Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems. The study aims to evaluate the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt e-learning in the context of higher education. The study employed a quantitative approach, and a theoretical model was evaluated with proposed hypotheses to find the relationships between the constructs. A questionnaire based on TTF and ISSM was distributed among the students, and 260 valid responses were received using a sample random sampling technique. Data was analyzed with the help of SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics. The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions, with all male and female students completely satisfied with the use of e-learning systems. As a result, we advise students to use e-learning systems for educational purposes and should have motivated them to do so through lecturers at higher-level educational institutions.
RESUMEN
Higher education has given the flipped classroom a lot of attention as a result of its pedagogical success. As a result of the adoption of social media, smartphones, and computers in the classroom, new strategies for providing online courses, such as flipped classrooms, have evolved. To further understand the effects of such technology integration in teaching, the study looked at the responses of 213 undergraduate students at King Faisal University. For a semester, participants took their regular classes in a flipped classroom. The participants answered a survey made expressly for this study to find out if they would still be willing to use flipped classes following this experience. A structural equation modeling approach was used to analyze the research paradigm, which is based on the technological adoption model. The findings demonstrated that each variable category had a favorable influence on perceived usefulness and perceived ease of use. Perceived utility and ease of use serve as mediating elements in the relationship between independent variables and attitudes toward adopting flipped classrooms. Additionally, the findings indicated that ATFC and BIFC have a positive influence on the acceptance of flipped classrooms. In terms of education and learning, the utilization of classroom instruction is positively impacted by both ATFC and BIFC. These findings show that attitudes toward blended learning and intentions to use flipped classrooms have the biggest impacts on the adoption of the concept in Saudi Arabia higher education.