Unravelling Digital Transformation Acceptance in Online Flexible Distance Learning Higher Education Institutions

Abstract

This study endeavors to conduct a thorough examination of the intricate relationships among performance expectancy, effort expectancy, facilitating conditions, self-efficacy, and the acceptance of digital transformation within the specific context of online distance learning higher education institutions in Malaysia. By building upon established theoretical frameworks, the study seeks to empirically validate the relevance and interplay of these constructs in the unique educational landscape of online flexible distance learning. Data collection was executed through a meticulously designed questionnaire distributed among employees in these institutions, and the subsequent analysis involved a meticulous application of rigorous regression, hypothesis testing, and structural equation modeling techniques, leveraging responses from a diverse sample of 387 participants. This study adopted the Structural Equation Modeling (SEM) technique and used smartpls4 for data analysis. While affirming the validity of all direct relationship hypotheses, the study revealed that only two indirect relationship hypotheses were substantiated. This underscores the nuanced dynamics characterizing acceptance within the online distance learning environment. Theoretical implications derived from these findings contribute to an enriched understanding of acceptance theories, shedding light on the multifaceted factors influencing digital transformation in online education. Looking forward, future research avenues could delve into exploring additional variables, conducting longitudinal studies to unveil the long-term impacts of digital transformation, and investigating cultural influences on acceptance dynamics. In essence, this study contributes significantly to advancing insights into the realm of digital transformation within online education, offering valuable perspectives that can inform both practical implementations and policy frameworks in higher education institutions.