“Can you Hear me?” Change of technology commitment during the first two semesters under COVID-19

• Published in: Discover education Vol. 3; no. 1; pp. 1 - 16
• Main Authors: Puderbach, Leonard, Petrak, Alexandra, Wolff, Fabian
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 12.09.2024; Springer
• Subjects: Computers and Education; COVID-19; Digital teaching; Education; Experiential learning theory; Online courses; Sociology of Education; Technology commitment; Technology competence belief; COVID-19; Online courses; Technology commitment; Digital teaching; Experiential learning theory; Technology competence belief
• ISSN: 2731-5525; 2731-5525
• DOI: 10.1007/s44217-024-00240-5

The COVID-19 pandemic challenged universities to maintain teaching, leading to online classes becoming the standard teaching mode and accelerating digitalization. Learning from the influence of these developments on students’ technology commitment may hold valuable information for various stakeholders. The present study investigated the development of three facets of technology commitment in higher education during the first two semesters under the COVID-19 pandemic: technology acceptance, technology competence belief, and technology control belief. The sample consisted of N  = 132 graduate students at one German university who filled out questionnaires at two measurement points in two waves. The change in all three facets of technology commitment over time was examined with latent change models. There was a significant increase in technology competence belief. This change was stronger for students in the second COVID-19 semester than those in the first COVID-19 semester. Participants’ age, sex, and the number of webinars attended during the semester of data collection had no significant effect on the change in the three facets of technology commitment. Overall, the present study provides new insights into the development of technology commitment during the COVID-19 pandemic, proposes an explanatory approach for the change in technology commitment, and emphasizes the relevance of direct experience with technology in the development of technology competence belief at different skill levels. The results indicate that students can increase their level of technology competence belief, by engaging directly with new technology.