Abstract:
Purpose – There is a significant decrease in students’ attendance in Zoom classes compared to traditional
classes. This paper investigates the factors that affect students’ attitudes, behavioral intentions and actual use
of Zoom for online classes at higher educational institutions (HEIs) in Sri Lanka.
Design/methodology/approach – This research uses the technology acceptance model (TAM) as a
theoretical model. The data are collected from HEI students via an online survey form. The hypotheses between
constructs in the model are tested using partial least squared–structural equation model.
Findings – The analysis shows that computer self-efficacy (CSE) affects perceived usefulness (PU) and
perceived ease of use (PEU), which affects attitude (ATT) and behavioral intention (BI) and actual use (AU) of
Zoom in a chain reaction. Further, PEU affects PU, which, in turn, affects BI. Furthermore, the effect size of PU
to BI is larger than ATT to BI.
Practical implications – Students’ attendance for Zoom classes mainly depends on CSE, PU and PEU.
Therefore, HEIs should promote Zoom with interactive training before teaching online. Further, officials should
revise the curriculum in schools to upsurge the CSE of students.
Originality/value – During coronavirus-19, no research was published on students’ use of Zoom for online
classes in the Sri Lankan context. Moreover, the TAM model has been modified by including CSE as an external
variable.
