Factors affecting online self-learning acceptance among older adults after the pandemic: living arrangements and gender as mediators.

ONLINE education; STRUCTURAL equation modeling; HEALTH services accessibility; MATHEMATICAL models; ADULT education; CONSUMER attitudes; COMMUNITY health services; COGNITION; AUTODIDACTICISM; SEX distribution; SURVEYS; RESEARCH funding; THEORY; SOCIAL status; TECHNOLOGY; OLD age

Research on acceptance of online self-learning is regularly based on the technology acceptance model (TAM), but less has been discussed on older adults. This article expands TAM by taking living arrangements and gender as moderators after the pandemic. Utilizing a structural equation model based on the partial least squares technique to examine how living arrangements and gender differences influence the acceptance of online self-learning among older adults above 55 in China. Findings show that male older adults favor status and value orientations, so their self-learning intention was significantly affected by perceived usefulness and social influence. Female ones prefer social and utilitarian orientations; therefore and their online self-learning behavior was affected by perceived usefulness, perceived ease to use, social influence, trust, and perceive financial cost. Types of living arrangements moderated TAM significantly among older adults. This article deepens the theoretical discussion and cognition of the TAM model in the online self-learning of older adults. [ABSTRACT FROM AUTHOR]

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