Examining the Factors Affecting Students' Switching Intention to Online Learning Systems during COVID-19 in Saudi Arabia

Abstract

The purpose of this research is to empirically examine the factors affecting students' switching intention to online learning systems during the covid-19 in Saudi Arabia. The research utilized a quantitative research method using the Push-Pull-Mooring Theory. These factors were established from prior studies including learning convenience, service quality, perceived security risk, task-technology fit, academic performance, online learning motivation, habits, and switching cost. The survey instrument was formed based on validated items from prior research and were sent to the participants via Google Forms and received 304 completed responses. The study used SmartPLS software to test the model and analyze the data. The findings of this study revealed an overall good model. In addition, of 5 hypotheses, four hypotheses were supported. In addition, pull effect and mooring effects have a positive influence on students' switching intentions. Furthermore, the findings state that the mooring effect influences the relations with the pull and push effects. This study reveals that switching cost and task-technology fit are the primary factors of switching intention. Thus, the results indicate that offering a variety of learning tools to enable learning will make online learning systems more appealing to students.