Saudi Vision 2030: Nurturing Human Capital Through Educational Transformation and Global Competence

Introduction

The Kingdom of Saudi Arabia has laid down the human capital development program in its vision document called Saudi Vision 2030 (Kingdom of Saudi Arabia). The Human Capital Development Vision Realization Program emphasises on education element wherein it aims to improve the education and training system outputs at different stages beginning with early education to higher education. Education dissertation help is available for students who are navigating the complexities of academic research in this particular field. One of the goals of the program is to achieve international standards in the education and training program through continuous education, training, and rehabilitation, recognising that there is a requirement to meet needs of development and the local and global labour market through local and international collaboration. Saudi Arabia has taken many steps in the recent times which indicate that it is looking to achieve international standards in education, beginning with early education early childhood education in the country; it may be said that early childhood education is now one of the important development priorities in Saudi Arabia (AL-Othman, Gregory, Jessel, & Khalil, 2015 ). The Human Capital Development Vision Realization Program seeks to contribute to the development of different components of the education and training system, including bringing a focus on to the development of teachers, trainers, and faculty members (Kingdom of Saudi Arabia). The program also seeks to develop the systems of governance, evaluation, curricula, as well as laying down the standards of quality and defining educational and vocational paths (Kingdom of Saudi Arabia). The emphasis is on providing a modern training environment for all stages of education and encouraging innovative trends in education and training (Kingdom of Saudi Arabia). Although seeking to develop modern systems of education and training, the Human Capital Development Vision Realization Program also takes into account the Islamic foundations along with the educational, social and professional foundations (Kingdom of Saudi Arabia). Thus, in keeping with the system of the governance under the Sharia or the Islamic law, the Human Capital Development Vision Realization Program seeks to balance the need to modernise the education system in Saudi Arabia by also taking into account Islamic precepts and law (Johnson & Vriens, 2014) The Human Capital Development Vision Realization Program introduces new educational and training policies and systems for the purpose of enhancing the efficiency of human capital, including teachers, trainers and faculty members so that Saudi Arabian education system is able to meet international standards in terms of comprehensiveness and quality (Kingdom of Saudi Arabia).

E-Coaching, which is the principal focus of this study is a part of the E-learning system that has come to become increasingly popular in the educational institutions around the world. E-learning is defined a combination of learning approaches that use electronic modes and are distributed through the medium of Internet to the ultimate audience or beneficiaries (Trombley & Lee, 2002; Ramayah, Ahmad, & Lo, 2010). E-learning has become popular and accessible due to the growth and development of Internet technologies and Information and Communication Technologies (ICT), which have led to the development of applications for E-learning (Ramayah, Ahmad, & Lo, 2010). The Internet and ICT technologies have now come to be used in the field of education, making it possible for educational institutions to provide learning to students that are connected to these institutions through Internet although geographically distant (Ramayah, Ahmad, & Lo, 2010). The cost effectiveness and assessible nature of E-learning has made it popular in developing countries as well (Alkharang & Ghinea, 2013). After the initial investment in the Internet and ICT technologies, institutions are able to provide cost effective learning programmes to students at reasonable fee and from the convenience of their own homes or offices, which makes these programmes popular. E-learning was first developed in the western nations, but many developing eastern nations have also adopted E-learning due to the exponential growth in Internet and ICT in these countries, including countries in the Middle East (Al-Fadhli, 2009). Despite the acceptance of the E-learning methods in these countries, there are still barriers to acceptance of these methods, which are revealed in a number of studies. While students generally seem to demonstrate more positive attitudes towards E-learning, teachers may not show the same level of positive attitude. Abdelghaffar and Magdy (2012) conducted a study in which they explored a university student sample in Kuwait, Jordon and Egypt, finding that the increasing adeptness in students to use electronic devices and access to Internet and ICT led to the higher acceptance of E-learning programmes. Positive attitude towards E-learning encourages students to sign up for E-learning courses (El Gamal & Aziz, 2011). These findings are supported by a study by Nassoura (2012) based in Saudi Arabia, which indicated that that students who had positive attitudes to E-learning were more accepting of it and also experienced more positive impacts on their motivation. On the other hand, teachers may not have the same level of positive attitude and acceptance towards E-learning as revealed by a study exploring the attitudes of teachers involved in the teaching of the E-learning courses (Yuen & Ma, 2008). This indicates that it may be important to ascertain the teachers’ attitudes to E-learning as well as the drivers and barriers so as to increase the effectiveness of the programmes as these require a high level of acceptance by both teachers and students (Yuen & Ma, 2008).

The scope of this research is to investigate into the Effectiveness of E-Coaching Method in Saudi Arabia, which will be done using the Technology Acceptance Model (TAM). The research will explore the implementation of E-coaching programmes in Saudi Arabia universities and explore how far these programmes are effective in the kingdom.

Research aim:

Two research aims are recognised in this study. First the research aims to investigate the extent of acceptance of E-coaching programme as a new technology in the university by developing the technology acceptance model (TAM). Second, the research aims to examine the impact of E-coaching programme on computer science students’ academic self-efficacy skills development compared to another control group.

Rationale of this study:

There is little to no evidence in the current research literature relating to the technology acceptance model (TAM) being developed in the context of E-coaching method for undergraduate students. Developing a model of technology acceptance in Saudi Arabia university is essential to ensuring that using E-coaching at the university level becomes a useful method for enhancing academic self-efficacy in the university and the use of the programme is justified by the achievement of the outcomes of the programmes (Venkatesh & Bala, 2008). In Saudi Arabia, the implementing the E-coaching programmes at university levels have been done only rarely, however, there are instances when the technology is used. Therefore, this research will present an empirical programme which will be applicable in the university. The findings of this research will benefit students, instructional designers, and educational institutions. Moreover, as the Saudi Vision 2030 also seeks to develop better educational programmes that aid the kingdom in achieving international standards, this research will contribute in the achievement of these goals by shedding more light on the use and effectiveness of E-coaching programmes in Saudi Arabian universities (Kingdom of Saudi Arabia). The findings of this study can be useful in improving the current standards and filling the gaps in the way the programmes are conducted at this time.

Research gap:

The academic coaching has positive effects on students as proved by studies; however, there is a lack of research related to the empirical exploration of the E-coaching programmes especially for students in the first year. So prior to examining the E-coaching programme as a new concept in Saudi Arabia, it is important to identify the students’ behavioural attitudes toward the E-coaching program. This research study utilises the Technology Acceptance Model (TAM) for exploring students’ behavioural attitudes towards E-coaching. TAM in itself has not been used in research related to E-learning or coaching as research also indicates (Lopez, 2013). TAM has been used for its greater part in research related to business environment. Even in studies where TAM has been used for simulating professional use in students, research was not conducted exploring the use of educational software by students; studies exploring educational software use have greatly focussed on E‐learning, new technologies (mobile), and new media using original TAM model or the UTAUT model but lacking in systematic investigations into the effects of environmental factors on the acceptance of technology by students or teachers (Lopez, 2013). Academic coaching, which is the primary focus of this study has found limited focus in research; academic coaching is defined as use of a coaching style relationship for enhancing learning; when electronic methods are used for the same purpose, it can be defined as E-coaching, which may also be used for students who may not have the necessary skills or means to learn within a college life (Barkley, 2010). In Saudi Arabia, there is a paucity of research on how institutions have adopted E-coaching programmes and how these programmes are being accepted by the students. Many academic and training institutions in Saudi Arabia have adopted learning management systems but they have not as yet adapted to an E-learning environment for teaching computer literacy programmes fully e-based; it has been argued that academic institutions in the kingdom will be more efficient if they imitate the practices in the west regarding similar programmes (Gharawi & Khoja, 2015).

E-coaching in general has not been researched as much, although there is now a significant body of research on E-learning (Schlosser, Wend, Bhavnani and Nail-Chiwetalu, 2006). Orenstein (2006:107) has stated that “in view of the enormous growth in practice, a substantive literature regarding the field has remained relatively limited. Even more limited are contributions regarding the outcome evaluation and the efficacy of executive coaching.” A more recent study also seconds this finding that there is a gap in the research on outcome evaluation of coaching programmes (Hunt, 2010). There is research that indicates that the feeling of belonging to the university community and the minimisation of feelings of isolation can be predictors for success in first year studies (Gulatee, Combes, & Clayden, 2011). However, how the lack of belongingness to a university campus and its impact on the acceptance of E-coaching programmes by the students has not been researched with respect to first year university students. There is research on high school students with respect to engagement with coaching programmes (Shacham & Ben-Yehuda, 2018). However, similar studies are lacking in context of university students whose experience of environmental factors may be different from high school students. E-coaching related studies are also limited in their scope, as they are tied to earlier technologies or focused on a particular training programme. Research that is focussed on a specific kind of coaching programme, is difficult to apply findings to an organisational setting (Frazee, 2008). There are therefore, significant gaps in the current research literature that need to be explored for developing a better understanding of this area.

There are also gaps in understanding in the area of process of implementation of E-coaching programmes or the larger context, such as, specific processes and tools that are used by E-coaches or the specific modes of communication chosen by them, or the purpose and barriers or the influence of environmental factors on the attitudes or acceptance of the programme (Grant & Zackon, 2004). The need to explore this area is also made relevant at this time due to the increase in the online mentoring programmes, which makes it necessary to explore how these programmes are being structured and their effectiveness (Kovalchuck & Vorotnykova, 2017).

While electronic coaching may be academic as well as non-academic in nature, this research is limited to academic coaching, which is a little researched area, in part due to the fact that E-coaching in academic learning is as yet a new development. Coaching in online settings is being provided by third-party services (Bettinger & Baker, 2011), and through peer coaching and guided materials. E-coaching is also being provided for special purposes, such as, for reaching out to students with attention deficit hyperactivity disorder (Field, Parker, Sawilowsky, & Rolands, 2013); varying disabilities (Mitchell & Gansemer-Topf, 2016); and for meeting the needs of a variety of student populations (Capstick, Harrell-Williams, Cockrum, & West, 2019).

Therefore, there is use of E-coaching for a variety of purposes and aimed at a variety of student populations. However, the level of research on the effectiveness of these programmes does not meet the level of usage. This is a gap in research, which needs to be addressed because at this time there is lack of knowledge on how students respond to these programmes and the factors that act as barriers or encourage students to adopt these programmes. Such research may be able to reveal the reasons why students take these programmes or even drop out of these programmes. For instance, research on student attrition reveals that lack of effective student support services may be a key factor (Dahl, 2004; Ruth, 2005; Simpson, 2002). Similarly, research into experiences of first-year university students reveals that higher pressure at the beginning of the semester may lead to attrition but early intervention, like coaching may encourage them to stay the course (Jones & Frydenberg, 2000). Coaching can then help students withstand pressure and respond better to the courses (Ben-Yehuda, 2015). How does E-coaching effect first year university students is the object of this research.

As revealed by the discussion so far, there is paucity of empirical research related to examination of the quality of coaching programmes and their impact on students and teachers or coaches (Hunt, 2010). Indeed, there is little consensus on coaching and its core components, even after Joyce and Showers (1981) first defined it as a collaborative relationship “characterized by an observation and feedback cycle. . . for the purpose of integrating mastered skills and strategies into a curriculum, a set of instructional goals, a time span, and a personal teaching style” (p. 170) almost four decades back. Recently, Kurz, Reddy, and Glover (2017) noted, that there is much variation on the operationalisation of coaching, with some referring to coaching in terms of coaching foci (technical support, problem solving), others as actions (observation, collaborative planning, feedback), and still others in terms of desired outcomes (enhanced performance, autonomy). Thus, Kraft, Blazer, and Hogan (2018) have emphasised on the need to conduct research into the evaluating of specific coaching features as well as efficacy of coaching programs as a whole.

Exploration into environmental factors that may be responsible for encouraging or discouraging more participation in E-coaching programmes remains the mainstay of this research study as this is an area where considerable gaps in literature and empirical research can be seen. Yet, there may be a number of such factors that have yet to be explored empirically. For instance, lack of preparation, inadequate learning skills, and low sense of self efficacy, can be a reason for high dropout rates in engineering studies and can be responded to with coaching communication (Shacham & Ben-Yehuda, 2018). Similarly, environmental factors may even be relevant to how and why teachers or coaches accept or reject electronic methods of coaching. In this, there may be a difference in how faculty approaches electronic learning or coaching from how students do.

A common explanation for why teachers adopt electronic methods is related to altruism in teachers. For instance, Hunter (2006) suggests that where faculty has sincere desires and altruistic attitudes toward helping students learn and succeed, then they may adopt coaching to help students stay the course and reduce attrition. Similar findings were presented by Barkley (2010). Teachers can play an important role, which brings attention to their own attitudes and acceptance of E-learning. For instance, research reveals that the frequently cited barriers for teachers to integrate technology are resources, knowledge and skills, and attitudes and beliefs (Hew & Brush, 2007).

Another study that supports teachers’ altruistic motivations as a factor for their acceptance of electronic methods, reveals that teachers with student-centered beliefs are more likely to integrate technology even if they have some technological, administrative, or assessment barriers that prevents them from being entirely comfortable with the use of technology (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012). Thus, beliefs of the teachers with respect to the utility of technology to learning is a significant factor in whether such technology will be adopted or not by those teachers who have student-centred beliefs (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012). Certain internal factors that encouraged positive teacher attitudes to technology integration were also identified in the study as including passion for technology, problem-solving mentality (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012). At the same time, external factors like institutional support also play a role in how far teachers are amenable to adoption of new technology in their teaching (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012). At this time, there is a gap in understanding on how teachers or coaches perceive E-coaching and how far they are influenced by environmental factors in adopting such technology, which this research study seeks to fill with the help of empirical data.

Objects of the study:

This study is motivated by two objectives. The first objective of this study it to investigate the student's behavioural intention toward the e-coaching program. This is aimed at producing better understanding and determination of the factors that affect student’s usage behaviour in an E-coaching program. The second objective of this study is to investigate the impact of an E-coaching program on the university students. This objective aims at identifying the impact of the support received by the coaches on an E-coaching program compared to control group; investigating the impact of an E-coaching program on the academical self-efficacy; and investigating the teacher’s perceptions of e-coaching.

Research questions:

There are four research questions that drive this research study. These are as follows:

I. What are the factors that affect student’s usage the e-coaching program?;

II. What is the impact of e-coaching program of students in terms of enhancing their learning and self-efficacy?;

III. How do students evaluate the effectiveness of the e-coaching program?; and

IV. What do teachers think of the potential of an e-coaching program for the support students for learning?

Theoretical framework:

Hussey and Hussey (1997) define a theoretical framework as a collection of theories and models from the literature that underpin a positivist research study. The theoretical framework is thus a conceptual model of how the researcher utilises theorises or makes logical sense of the relationships among the factors identified as important to the research problem. A conceptual framework is essential for the purpose of postulating or hypothesising and testing certain relationships within the context of the study. The theoretical framework discusses the interrelationships among the variables that are considered important to the study. The theoretical framework also helps the researcher develop a testable hypotheses for the purpose of examining whether the theory is valid or not (Sekaran, 2003). Theoretical framework can be referred to as a conceptual framework or as the research model as these terms mean the same (Kripanont, 2007).

In this research, the theoretical framework focusses on the following components:

1. coaching and e-coaching including the e-coaching tools;

2. major theories that affect student’s attitude, beliefs, behaviours and intentions;

3. technology acceptance model (TAM) modifications and applications; and

4. self-efficacy and academic self-efficacy.

These four components are briefly discussed here.

Coaching and e-coaching including the e-coaching tools

Coaching has been studied by a number of researchers in the 1990s, which led to the concept having been defined by 2000 in literature (Thach & Heinselman, 1999). Even after this period, several studies have explored the nature of coaching and its boundaries with counselling (Passmore, 2007). Coaching has been defined as a collaborative and egalitarian relationship between a coach and a client, involving a systematic process for achieving a collaborative goal (Grant & Stober, 2006). From an organisational perspective, coaching is defined as a helping relationship between a consultant and a client involving use of a wide variety of behavioural techniques and methods to help the latter achieve some mutually identified goals (Kilburg, 2000). Coaching has also been defined in a broad sense as a Socratic based future focused dialogue between a facilitator (coach) and a participant (coachee/client) involving use of open questions, active listening, and making reflections aimed at stimulating the self awareness and personal responsibility of the participant (Passmore, & Fillery-Travis, 2011). Coaching processes may also be identified as explained in Dingman’s study (2004) that contains six generic stages: formal contracting; relationship building; assessment; getting feedback and reflecting; goal setting; and implementation and evaluation. The origins of coaching date back centuries, but it is only in the recent decades that it has gained significance for researchers. For instance, Gallway (1986) was one of the first researchers to explore the movement of coaching from the sporting arena to business. Indeed, coaching did have its earlier evolution as an athletic concept, but it has evolved significantly in the areas of education and business. The International Coach Federation (ICF) defined coaching as an on-going relationship which focuses on clients taking action toward the realization of their vision, goals, or desires. The IFC emphasized that coaching uses a process of inquiry and personal discovery to build the client's level of awareness and responsibility and provides the client with structure, support and feedback. The IFC also asserts that the coaching process helps clients both define and achieve professional and personal goals faster and withmore ease than would be possible otherwise (Barkley, 2010). Whitmor (2002) has emphasised on coaching as a new style of human resources management, leading to continuous improvement of professionalism and skills in the clients. Research supports the notion that coaching results in the improvement of knowledge, and aids in self-development of an employee (Kovalchuck & Vorotnykova, 2017). In academic context, coaching can help improve performance (Capstick, Harrell-Williams, Cockrum, & West, 2019); improve retention rates (Bettinger & Baker, 2011); although more research is needed to identify the best practices, and examine effectiveness of coaching in higher education (Sepulveda, 2017). There is also a need to explore how coaching responds to individual differences as a generalist approach may result in resistance to the coaching process from certain individuals who are not responsive to coaching (Hunt, 2010).

Approaches to understanding how coaching works with students may not always be comprehensive; for instance, the behavioural approach is criticised its not taking into account cognitive-emotional factors, leading some writers to argue in favour of a blended approach that includes cognitive and/or cognitive-behavioural approaches (Passmore, 2007). Coaching approaches may also be varied and focussed on achievement of different objectives. For instance, solution-focused coaching is used in the education system and is based on developing solutions, but is criticised for being too simplistic and unresponsive to complex problems (Campbell & Gardner, 2005). Cognitive coaching uses reflection, self-analysis and self-evaluation and is used to help teachers examine their teaching practices (Costa & Garmston, 2004). Instructional coaching is content-based and is used for supporting higher education outcomes (Vogt & Rogalla, 2009). Executive coaching supports senior teachers like head teachers, and principals for continuing professional (Kiggundu & Moorosi, 2012). Peer coaching is used between pairs of teachers (Steiner & Kowal, 2007).

Academic coaching is focussed on development of methods and interventions for the education sector (Devine, Meyers, & Houssemand, 2013). E-coaching, which is the principal area of research in this study involves the same processes of academic development intervention but, moves this process online (Rossett & Marino, 2005). Although there is much potential for online coaching, there is lack of research on this concept. E-mentoring or coaching is an emerging field of research (Houck, 2011). The E-coaching innovation includes coaching process, communication modality, and other aspects of structuring of the programme (Hernez-Broome, G., & Whyman, 2007).

Major theories that affect student’s attitude, beliefs, behaviours and intentions

With regard to the theories used in this research, Bandura’s Social‐cognitive Model and Kelly’s psychology of personal constructs (PPC) are discussed first. Kelly (1955) argued that we all create and interpret our own reality in order to achieve the feeling of order and control over our environment and that meaning comes from our creative interpretation of the reality regardless of whether that reality is accurate or not. Therefore, Kelly (1955) emphasised on the uniqueness of personality. Bandura (1977) proposed what is called as the social learning theory, which emphasises on the mutual relationship between behaviour, internal causes, and environmental factors, thus extending behaviourism theory by emphasising the importance of inner causes of behaviour. He identified the reciprocal influence between the actor and the environment (Bandura, 1977).

Technology acceptance model (TAM) modifications and applications

The Technology Acceptance Model (TAM), which is the the theoretical framework of this research enclouds three core independent variables which are perceived usefulness, perceived ease of use and attitude toward the E-coaching program. These variables are expected to influence students’ behavioural attitudes toward the E-coaching program. Moreover, there are three dependent variables have influence of the core variables. The dependent variables are compatibility, subjective norm and computer self-efficacy. The Technology Acceptance Model (TAM) was initially developed to explain and predict computer usage (Davis, Bagozzi, & Warshaw, 1989)and was adapted from the Theory of Reasoned Action (Fishbein & Ajzen, 1975); which was used to understand the determinants of human behaviour. TAM examines two beliefs which are perceived usefulness and ease of use, that may influence an individual's attitudes, intentions, and actual usage of computer technologies. Based on the TAM, it may be expected that prevalence of E-coaching is higher among coaches and proteges who believe that coaching is useful for them (Frazee, 2008). TAM theorises that the effects of external variables, including development process, and training on the user’s intention to use, are mediated by perceived usefulness and perceive ease of use (Venkatesh & Davis, A theoretical extension of the technology acceptance model: Four longitudinal field studies, 2000). Perceived usefulness (PU) is defined and used in this study as the degree to which a person believes that using a specific system enhances their job performance (Davis, Bagozzi, & Warshaw, 1989). Perceived ease of use (PEOU) is defined and used here as the degree to which a person believes that using a particular system would be free of effort (Davis, Bagozzi, & Warshaw, 1989).

Computer Self-Efficacy relates to degree to which an individual believes that they have the ability to perform specific tasks using computers (Venkatesh & Bala, 2008). Academical self-efficacy can be measured by referring to specific factors which are important for studying outcome. Self-confidence, capability of achieving learning goals, motivated, ambitious for success, aware of studying support, isolated, satisfied with studying progress, satisfied with life balance, self-esteem, and time management are the related factors.

Self-efficacy and academic self-efficacy

Self-efficacy can be explained on the basis of the theories. For Bandura (1995), “self‐efficacy beliefs are the product of a complex process of self‐persuasion that relies on cognitive processing of diverse sources of efficacy information” (p. 11). Maslow defines self‐actualisation as fulfilment of potential saying that “What man can be, he must be” (Maslow, 1968, p. 33). The Decomposed Theory of Planned Behaviour combines the three belief structures into a multidimensional model structure. Attitude can be decomposed into three parts, which are, relative advantage (Perceived Usefulness from TAM), complexity and compatibility.

Research design:

Ploessl and Rock (2014) explain four phases of research based on Levin, O’Donnell, and Kratochwill (2003). First, initial hypothesis and exploration is formulated, followed by controlled experiments and demonstrations, which are followed by randomised field trials, and finally the identification of variables adopted for practice. This research is a descriptive confirmatory and empirical study aimed to investigate the first and second phases using the Technology Acceptance Model (TAM) and then moving to empirical experiment to prove the effectiveness of the e-coaching program though four stages as bellow:

In the first stage, it can be noted that the lack of research in examining the pre and post coachee’s perspective of the e-coaching program (Hunt, 2010) leads to the decision that a pre-survey be conducted to find out the factors that affect students’ behavioural intention toward E-coaching and the post perspective in the third stage depending on TAM model. In the second stage, applying the empirical e-coaching program to examine the student’s behavioural intention toward the new coaching method and examine students’ academical self-efficacy which is will be delivered by the program. The program will be applied for the experimental group compared by the control group.

In the third stage, a post-survey will be conducted to analyse the second stage outcome. In the fourth stage, the developed model of TAM model will be applied to examine the level of effectiveness of the E-coaching program.

Population and Sample size:

The population of this study are the freshmen students in Computer Science and Information Technology school and their teachers at King Saud University in the capital city (Riyadh) in Saudi Arabia. The research will use purposive sampling because the sample has homogenous characteristics all of them being students of the same school and this would also be appropriate for this research as qualitative research methods are being used (Saunders, et al., 2012).

Research hypotheses:

The hypotheses of this research have two categories: to test the student’s behavioural intention to join E-coaching program; to test the effective of empirical E-coaching program.

First hypotheses category:

H1: Compatibility will have a direct effect on behavioural intention toward e-coaching program.

H2: Compatibility will have a direct effect on perceived usefulness.

H3: Subjective norm will have a direct effect on perceived usefulness.

H4: Subjective norm will have a direct effect on attitude toward e-coaching program.

H5: Computer Self-efficacy will have a direct effect on perceived ease of use.

H6: Perceived Usefulness will have a direct effect on behavioural intention toward e-coaching program.

H7: Perceived Usefulness will have a direct effect on attitude toward e-coaching program.

H8: Perceived Ease of Use will have a direct effect on perceived usefulness.

H9: Perceived Ease of Use will have a direct effect on attitude toward e-coaching program.

H10: Attitude Toward e-coaching program will have a direct effect on behavioural intention toward e-coaching program.

H11: Behavioural Intention toward e-coaching program will have a direct effect on actual joining e-coaching program.

Second hypotheses category:

H12. the student’s academic self-efficacy in the experimental group will be enhanced compared with the control group.

H13. The student’s self-efficacy in the experimental group will be developed compared with the control group.

H14. The applied of the e-coaching program will increase the student's technology acceptance (the e-coaching program).

The purpose of this study:

The main purpose of this study is to increase the understanding and the knowledge of the factors that affect the use of the E-coaching technology acceptance in university students by testing the hypotheses to identify the differences in the dependent variables. Hypotheses testing proposes an improved understanding of the relationships which exist amongst the variables and could embed cause and effect relationships. Moreover, this research investigates the effective of e-coaching program that will develop the learner skills especially in self-efficacy aspect.

Expected outcomes:

This study will contribute by providing an understanding of the effectiveness of E-coaching and the advantages of this for increasing their academic ability. This study will also contribute to the literature on E-coaching by using TAM to explore how students perceive and accept E-coaching method.

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