Table 2.
Mean and standard deviations for the domains assessed among the three study groups
Domain | Undergraduate students (n=312) | Postgraduate students (n=38) | Faculty (n=50) | P Between two categories of uses | |||
---|---|---|---|---|---|---|---|
Personal uses | T&L uses | Personal uses | T&L uses | Personal uses | T&L uses | ||
System influence | |||||||
Perceived ease of use | |||||||
Online skills | 4.02 (0.77) | 3.69 (0.84) | 3.82 (1.00) | 3.58 (1.11) | 3.97 (0.83) | 3.56 (1.13) | 0.000*** |
Motivation level in using online tools | 3.50a* (0.76) | 3.301*** (0.70) | 3.72ab* (0.83) | 3.622*** (0.82) | 3.82b* (0.72) | 3.662*** (0.83) | 0.049* |
English literacy in online communication | 4.02a** (1.09) | 3.881* (1.18) | 4.39ab** (1.00) | 4.241,2* (1.17) | 4.56b** (1.05) | 4.342* (1.26) | 0.146 |
Perceived usefulness | |||||||
Perceived importance of online technology | 4.25 (0.98) | 4.19 (1.05) | 4.37 (1.03) | 4.42 (1.06) | 4.56 (0.64) | 4.52 (0.79) | 0.206 |
Perceived impact of e-learning on education | 3.79a** (1.24) | 4.34b** (0.58) | 4.26b** (0.57) | ||||
Technology accessibility | 4.03a** (0.70) | 4.06ab** (0.61) | 4.36b* (0.55) | ||||
Social influence | |||||||
Impact of social influence on online technology uses | 3.88 (0.92) | 3.84 (0.94) | 4.01 (1.18) | 3.91 (1.23) | 3.99 (0.98) | 3.95 (0.96) | |
Institutional support | |||||||
Importance of technical and administrative support on online technology uses | 4.09a** (0.97) | 4.061* (1.01) | 4.11a** (1.20) | 4.131,2* (1.26) | 4.56b** (0.81) | 4.522* (0.89) | 0.374 |
Overall readiness level | |||||||
Overall readiness | 3.11a*** (1.39) | 4.00b*** (0.87) | 3.90b*** (0.84) |
Significant level set at (P<0.05). Estimates with different symbols (*P<0.05, **P<0.01, and ***P<0.001) are significantly different between the personal and T&L purposes of use for each category, estimates with different symbols (a, b, and c) are significantly different between groups for the personal purposes of use (by Tukey’s post hoc criteria), estimates with different symbols (1, 2, and 3) are significantly different between groups for the T&L purposes of use (by Tukey’s post hoc criteria). T&L: Teaching and learning