Title: Examining the moderating and intervening effects of communication apprehension on perceived learning

Authors: Kuei-Chien Chiu; Rung-Ching Chen

Addresses: Department of Information Management, Chaoyang University of Technology, Taichung 41349, Taiwan; Department of Business Administration, Chaoyang University of Technology, Taichung 41349, Taiwan ' Department of Information Management, Chaoyang University of Technology, Taichung 41349, Taiwan

Abstract: The spread of the COVID-19 epidemic has gradually altered educational paradigms into hybrid or online models. Understanding how students feel communication apprehension in virtual contexts has become a topic of increasing importance in the field of communication studies. Data was gathered from 470 first-year students at a private Taiwanese institution. The outcomes show that students with higher communication apprehension preferred technology because it required social presence. Secondly, teachers could play an active role in improving students' technological learning through facilitating conditions. Thirdly, it is essential to develop favourable perceptions of the usefulness of technology in online courses. Finally, our study found that moderating effects of facilitating conditions and perceived usefulness directly impacted their attitude towards technology, which enhanced their overall perceived learning. We contend that once students develop a positive attitude towards technology, even first-year students taking online courses for the first time can achieve good academic performance.

Keywords: online learning; distance education; improving classroom teaching; media in education; social media; teaching strategies.

DOI: 10.1504/IJIL.2024.136469

International Journal of Innovation and Learning, 2024 Vol.35 No.2, pp.137 - 160

Received: 18 Nov 2022
Accepted: 05 Feb 2023
Published online: 02 Feb 2024 *

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