The moderating effect of technology overload on the ability of online learning to meet students' basic psychological needs

PurposeMost students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and...

Full description

Saved in:
Bibliographic Details
Published in:Information technology & people (West Linn, Or.) Or.), 2022-06, Vol.35 (4), p.1364-1382
Main Authors: James, Tabitha L., Zhang, Jie, Li, Han, Ziegelmayer, Jennifer L., Villacis-Calderon, Eduardo D.
Format: Article
Language:English
Subjects:
Academic achievement
College students
Colleges & universities
Communications technology
COVID-19
Deployment
Distance learning
Educational objectives
Frustration
Higher education
Information technology
Internet
Investigations
Involuntary
Learning
Moderators
Online instruction
Overloading
Pandemics
Psychological needs
Satisfaction
Socialization
Students
Technology
Telecommuting
Telemedicine
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:PurposeMost students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.Design/methodology/approachData was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.FindingsWe find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.Originality/valueWe extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.
ISSN:0959-3845
1758-5813
DOI:10.1108/ITP-03-2021-0225