Please use this identifier to cite or link to this item: http://hdl.handle.net/10739/4643
Title: Examining continuance intention in business schools with digital classroom methods during COVID-19: a comparative study of India and Italy
Authors: Chauhan, Sumedha
Goyal, Sandeep
Bhardwaj, Amit
Sergi, Bruno
Keywords: COVID-19
Digital classroom
Expectation-confirmation model
Task-technology fit
Issue Date: 25-Feb-2021
Publisher: Behaviour and Information Technology, Taylor & Francis, UK
Citation: Chauhan, S., Goyal, S., Bhardwaj, A.K., & Sergi, B.S. (2021). Examining continuance intention in business schools with digital classroom methods during COVID-19: a comparative study of India and Italy, Behaviour & Information Technology, (In Press), DOI: https://doi.org/10.1080/0144929X.2021.1892191
Abstract: This study investigates and compares the continuance intention of full-time business school students and faculty in India and Italy who moved from traditional pedagogy style to the digital classroom due to the COVID-19 pandemic. The study integrates the Expectation Confirmation Model (ECM) and Task-Technology Fit (TTF) to examine their continuance intention. Survey data was collected from 396 business school students and 130 faculty members from India and Italy and analysed using SmartPLS 3 software. The study found that perceived usefulness, satisfaction, and task-technology fit significantly impact the continuance intentions of students and faculty. Multigroup analysis of students indicates that Italian students are more driven by task-technology fit as compared to Indian students in their continuance intention; in comparison, Indian students rely more on gaining experience and knowhow on technology. Finally, the multigroup study of faculty suggests that Italian educators have a comparatively stronger orientation towards the fit between digital classroom technology and a portfolio of related tasks. In comparison, their Indian counterparts rely more on the perceived usefulness of technology. The strength of relationship between task-technology fit and continuance intention is comparatively lower for faculty as compared to students in both countries. Finally, implications for theory and practice are discussed.
URI: http://hdl.handle.net/10739/4643
https://doi.org/10.1080/0144929X.2021.1892191
Appears in Collections:JGU Research Publications



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