Use of interactive tools for teaching and learning practices in higher education institutions
by Sadaf Hina; P.D.D. Dominic; Khurram Shabih Zaidi
International Journal of Business Innovation and Research (IJBIR), Vol. 22, No. 4, 2020

Abstract: While social media tools are seen as primarily of personal use, their embedded values for constructive collaboration cannot be discounted. Research on university students' use of analytical tools and collaborative platforms has highlighted an area for improvement in teaching and learning styles. A theoretical model, based on constructs from technology acceptance model (TAM) and external factors was built to understand the blended adoption of collaborative and analytical tools. Real-time collaboration (RTC) and interpersonal development (ID) were conceived to mark the perceived usefulness (PU) of the interactive and collaborative learning environment; while hands-on learning (HOL) and self-efficacy (SE) were postulated to influence the perceived ease of use (PEoU) of interactive and collaborative learning environment. Findings showed that these four external factors significantly contributed to the PU and PEoU constructs. PU and PEoU were further found to be significant predictors of attitude (A) towards intention to use (IU). Structural equation modelling (SEM) results are presented in this paper.

Online publication date: Mon, 17-Aug-2020

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Business Innovation and Research (IJBIR):
Login with your Inderscience username and password:

    Username:        Password:         

Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email