Özet:

This study aims to investigate the intention of students of higher education towards the adaptation of tech-oriented teaching-learning method. It also measures the intentional difference between post-graduate and under-graduate students regarding adaptation to the tech-oriented education system. The investigation is based on 1826 responses collected through online survey. The extended form of Technology Acceptance Model is considered to investigate using Partial Least Square Structural Equation Modelling. The intentional difference is assessed by employing the multi-group analysis using the measurement invariance for composite approach. The results reveal that perceived usefulness and perceived ease of use positively influence attitude that affects intention of students to the ICT-based education system. Moreover, ease of use and perceived usefulness also holds positive relationship with intention to use online education. Furthermore, results reveal that though social status and self-efficacy positively impact perceived usefulness and ease of use, economic status has an opposite influence. The study finds no significant difference between the post-graduate and under-graduate students towards adaptation of tech-oriented education system. There is no previous evidence that makes a comparison between the undergraduate and postgraduate regarding their intention towards online education. The findings can help in designing appropriate policies for higher education.

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