Unlocking the enigma of online learning: How learning styles shape adoption intention?

Abstract

Considerable research has analyzed the drivers influencing the adoption behavior of online learning systems. However, learners with different learning styles approach learning differently. With the escalation in online learning systems, assessing the impact of learning style on the intention to use online learning systems has become the need of the hour. Using the Unified Theory of Acceptance and Use of Technology model, the study examined the factors influencing learners' intention to use online learning platforms based on their learning styles (Convergent, Divergent, Accommodator, and Assimilator). For the quantitative research, data was collected by administrating an online questionnaire with a sample of 448 learners. Partial least squares structural equation modelling and multi-group analysis based on Smart PLS version 4 was used to conduct path and multi-group analyses. The study’s results reveal that behavioral intention toward adopting online learning platforms was impacted by effort expectancy, facilitating conditions, performance expectancy, and learner self-efficacy. However, the association between social influence and behavioral intention was not supported for the learners regardless of the learning style. Henseler’s based multi-group PLS analysis study results revealed that there is no significant variance between the learning style comparisons; nevertheless, it is still crucial to consider the learning styles of the learners as there are definite group variances in the order in which each construct for online learning adoption intention is ranked within each subpopulation. Further, insight into the various indicators that drive learners' intention to use online learning platforms with diverse learning styles will aid educators and online marketers in using online learning platforms for learning more efficiently.