Understanding Vulnerable Students’ Digital Learning in Higher Education

Abstract

Over the last decades, digital technology has revolutionised teaching and learning in higher education, yet not for all students to the same extent. This study examines the usage of digital technology for learning among vulnerable students (Bottom 40% of the household income; B40). Based on online survey responses collected from N = 391 B40 undergraduates in Malaysian higher-education institutions, this study utilized measures of the core UTAUT constructs and personal innovativeness. We performed partial least squares structural equation modelling to examine the relations between the constructs. Performance expectancy, facilitating conditions, and personal innovativeness were positively and significantly related to the use of digital technology for learning. In contrast to our hypotheses, personal innovativeness did not moderate the relations between digital technology usage and all other constructs. Our study provides insights for educators and decision makers in higher education institutions into the factors that need attention among vulnerable students in higher education.

Keywords: Digital learning Higher education Personal innovativeness B40 students Structural equation modelling