Abstract
This study was aimed at exploring factors that affect students’ participation in non-mandatory synchronous virtual sessions in the University of Johannesburg (UJ)’s online learning programmes. This study adopted a quantitative, non-experimental correlation design in which the fundamental purpose of the survey was to establish and describe the statistical relationship between factors affecting student participation in synchronous virtual sessions. The unified theory of acceptance and use of technology (UTAUT) framework served both as a theoretical and conceptual framework to guide the study and explain factors affecting student participation in non-mandatory synchronous virtual sessions. An exploratory factor analysis was employed in validating the questionnaire. Confirmatory factor analysis was then carried out to confirm the measurement model for all constructs. Structural equation modelling (SEM) was employed to determine possible relationships amongst the constructs. The result indicated that hedonic motivation, facilitating conditions, habit, and social influence have a statistically significant effect on behavioural intention to participate in non-mandatory synchronous virtual sessions. These findings may be used by scholars, policymakers, and other stakeholders in the education higher education to make informed decisions pertaining adoption and use of synchronous virtual learning. Furthermore, the result of the study may be used to improve students’ learning experiences in online programmes.