THE ACCEPTANCE OF DIGITAL TRANSFORMATION IN ONLINE DISTANCE LEARNING (ODL) INSTITUTIONS IN MALAYSIA

Abstract

This study aims to explore employee acceptance of digital transformation in online distance-learning higher education institutions. The research investigates the influence of latent variables, including effort expectancy, performance expectancy, self-efficacy, and intention, on the acceptance of digital transformation. The study expands on existing theoretical frameworks and provides empirical evidence of the significance of these variables in the context of online distance learning. Primary data were collected from employees in online distance learning higher education institutions using a structured questionnaire. The relationships between the latent variables and acceptance were examined through statistical analysis, including regression analysis and hypothesis testing based on 387 respondents. This study employs the structural equation modelling (SEM) technique for data analysis. The findings revealed that effort expectancy, performance expectancy, self-efficacy, and intention significantly influenced employee acceptance of digital transformation. All the direct and indirect relationship hypotheses are supported. Based on the results, several practical implications and strategies for online distance learning institutions are identified. Institutions should prioritize user-friendly technologies and platforms to improve effort expectancy. Effective communication of the benefits of digital transformation can enhance performance expectancy. Fostering self-efficacy among employees can be achieved through continuous professional development opportunities and a supportive culture. Proactive measures, such as involving employees in decision-making processes and providing incentives, can enhance employees’ intention toward digital transformation. Theoretical implications of the study contribute to the existing knowledge on acceptance theories, highlighting the multidimensionality and interplay of various factors in the context of online distance learning. Future research could explore additional variables, conduct longitudinal studies to understand digital transformation's long-term effects and examine cultural and contextual factors that may moderate acceptance.