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The Impact of Digital Literacy on Technology Adaptation in Open and Distance Learning
Abstract
Digital technologies have transformed teaching and learning in higher education, especially in the context of Open and Distance Learning (ODL). Technology adaptation is essential in ODL because it facilitates effective teaching and learning in a flexible, accessible, and learner-centred environment which promotes engagement and self-directed learning. The research investigates the influence of latent variables, including perceived usefulness, effort expectancy, perceived ease of use, digital literacy, on the adaptation of technology in ODL via mediating role of digital literacy. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial Least Squares (PLS) to examine the impact of digital literacy on Bangladesh Open University (BOU) learners’ intention to adapt to digital technologies. The findings show the significant interrelationship between digital literacy skills and adapting digital technologies among BOU learners. The results show that digital literacy has a direct and substantial impact on technology adaptation in ODL, whereas perceived usefulness does not. However, digital literacy fully mediates the relationship between perceived usefulness and technology adaptation in ODL. This research recommended that more attention be paid to redefining policies and strategies for enhancing digital literacy to ensure equitable opportunities for learners. This will improve the teaching and learning environment at BOU.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 2881
Subject
Country
Bangladesh
Region
Asia
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Adobe PDF, 359.96 KB
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Date
2025-09
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Corporate Author
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Publisher
Commonwealth of Learning (COL)