Integration of technology acceptance model and social cognitive theory in remote learning: A framework analysis of digital access, academic level and learning effectiveness

Abstract

The unprecedented global shift to remote learning has exposed critical gaps in the understanding of how technological accessibility intersects with students' academic progression and capacity to adapt to virtual learning environments. This study investigated the effectiveness of remote learning in higher education through an integrated theoretical framework combining the Technology Acceptance Model and Social Cognitive Theory. Analysing survey data from 247 university students, I examined relationships between digital access, academic progression and learning effectiveness. Chi-square analyses revealed significant associations between the academic experience and learning effectiveness (x2 = 11.316, df = 3, p = 0.0101, Cramer's V = 0.1514). In contrast, relationships between gender and laptop access (x2 = 3.9926, df = 2, p = 0.1358), laptop access and learning effectiveness (x2 = 2.2534, df = 1, p = 0.1333), and internet access and learning effectiveness (x2 = 2.9278, df = 1, p = 0.0871) were not statistically significant. The findings indicate that while technological access is fundamental, academic maturity significantly influences remote learning adaptation. Fourth-year students adjusted better to remote learning environments than their junior counterparts. Qualitative analysis of student responses highlighted challenges in network connectivity, resource accessibility and environmental factors affecting learning outcomes. This research contributes to understanding remote learning dynamics by integrating established theoretical frameworks. It provides evidence-based recommendations for educational institutions to develop remote learning strategies, particularly emphasising the need for academic experience-specific support systems and enhanced digital infrastructure.