This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers ...covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.
Background and Objectives: The aim of this study was to investigate the effects of quality factors on the success of e-learning systems. This research is based on the EESS model with applying the ...changes obtained from previous studies and includes various qualitative components such as technical system quality, information quality, educational system quality, service quality, support system quality, learner quality, instructor quality, and content quality. In this study, the effects of these eight qualitative factors on "perceived usefulness" and "perceived satisfaction" as well as the effects of "perceived usefulness" on "perceived satisfaction" have been investigated.Methods: The statistical population includes 270 graduate students of information technology management who were studying in the second semester of the academic year 2020-2021 at two universities and were using a learning management system (LMS) with almost similar characteristics. 152 valid questionnaires have been collected. The five Likert scale questionnaire, including 3 general questions and 51 questions related to model variables, was used to collect data. The analysis of research hypotheses was performed using the PLS technique and Smart PLS 3 was applied to administer the tests and examine the hypotheses.Findings: The results of the analysis show that technical quality, learner quality and content quality affect the perceived satisfaction of the e-learning system. Information quality, service quality, educational system quality, support system quality and instructor quality do not affect the perceived satisfaction of the e-learning system. Information quality, learner quality, instructor quality and content quality affect the perceived usefulness of the e-learning system. Technical quality, service quality, educational system quality, and support factors quality do not affect the perceived usefulness. The perceived usefulness significantly affects the perceived satisfaction and also the perceived usefulness and the perceived satisfaction significantly affect the benefits of using the e-learning system.Conclusions: The results of this study empirically confirm the results of other studies on the effect of quality on the success of e-learning systems and show that different qualitative factors affect the benefits of the learners by influencing the "perceived satisfaction" and the "perceived usefulness" and, as a result, they will lead to the success of e-learning systems. The results of statistical analysis show that increasing the quality of the e-learning system can provide the benefits of the learners such as increasing knowledge and academic success, improving the learning process, effective communication with other students and instructors, as well as saving time and money. The research results show the importance of the quality of the learner, the instructor and the content in the success of the e-learning system and this issue shows the importance of education in increasing the technical ability to use the system and examine the methods to increase enthusiasm and encourage the learners and the instructors to use the system as well as adjust the provided course content as much as possible with the level of knowledge and needs of the learners. In addition, increasing the information quality including the existence and availability of the required information, the ease of use, the up-to-dateness and clarity of the information and its presentation method (pens, images, etc.) are greatly effective on the success of the e-learning system. Conducting appropriate research in a statistical population with a different field of study can provide more accurate information about the relationship between the field of study and the success of the e-learning system. In case of finding any differences in the results, the future studies can examine the extent to which customized systems are needed for different fields of study.
The use of information and communication technologies has changed how teachers and students receive and process information. There are numerous ways that these technologies have been used to support ...learning. Electronic learning, or e-learning, is the process of teaching and learning remotely using electronic media. University students are avid information seekers who are eager to acquire new concepts, ideas, technologies, and methods of gathering knowledge. Therefore, this study aimed to assess the behavioral intention of students to use an e-learning system and its associated factors at Mettu University, southwest Ethiopia.
An institutional-based cross-sectional study was conducted from October to November 2022 at Mettu University, southwest Ethiopia. A total of 637 health science students participated in the study. The study participants were selected using a stratified sampling technique. The data were gathered using a self-administered questionnaire. Using the AMOS version 26 software, measurement and structural equation modeling analyses were used to evaluate reliability, the validity of model fit, and test the hypothesis, respectively.
The behavioral intention of students to use e-learning was significantly influenced by effort expectancy (β = 0.420; P 0.05). The facilitating condition had a direct significant effect on health science students' use of e-learning (β = 0.634; P < 0.01), and perceived enjoyment of the e-learning system had a direct significant effect on students' behavioral intention (β = 0.564; P < 0.01). Whereas, the relationship between performance expectancy (β = −0.034; P = 0.418), and social influence (β = −0.005; P = 0.879) had no significant effect on students’ intentions to use e-learning.
Effort expectancy, perceived enjoyment, and facilitating conditions were significant factors that determined students’ behavioral intention to use e-learning. As a result, it is important to promote the use of information and communication technology in the teaching and learning process by providing materials and implementing easy-to-use and interactive systems.
Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. Even though online learning research has been ...advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K‐12 student population, especially when narrowed down to different school‐year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross‐tabulation and Chi‐square analysis to compare students’ online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students’ online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K‐12 online learning.
Practitioner notes
What is already known about this topic
Online learning has been widely adopted during the COVID‐19 pandemic to ensure the continuation of K‐12 education.
Student success in K‐12 online education is substantially lower than in conventional schools.
Students experienced various difficulties related to the delivery of online learning.
What this paper adds
Provide empirical evidence for the online learning experience of students in different school years.
Identify the different needs of students in primary, middle, and high school.
Identify the challenges of delivering online learning to students of different age.
Implications for practice and/or policy
Authority and schools need to provide sufficient technical support to students in online learning.
The delivery of online learning needs to be customised for students in different school years.
E-learning UAJ is a system provided by Unika Atma Jaya to facilitate the learning process for both students and lecturers. However, this system is still rarely used, especially among engineering ...faculties. This forms the basis for conducting the following analysis. The purpose of this research is to measure the level of usability of the UAJ e-learning system. Usability analysis is carried out using five components of usability outlined by Jakob Nielsen: Learnability, Efficiency, Memorability, Errors, and Satisfaction. The indicators within these five components are then compiled into a questionnaire, which will be distributed to active lecturers and students across all faculties who utilize the UAJ e-learning platform. This study employs a Likert scale with five categories, ranging from category 1 indicating "very bad" to category 5 indicating "very good." Among the five usability criteria assessed for both students and lecturers, the majority of responses fell within category 3, indicating sufficiency. The average scores ranged from 14.122 to 18.731 for lecturers and from 19.825 to 21.845 for students. Overall, the usability level of the UAJ e-learning platform is deemed satisfactory, enabling more effective utilization by both lecturers and students. Additionally, the study results propose several solutions for enhancing the development of the UAJ e-learning system.
Abstract This study aimed to assess Readiness of Jordanian Universities for E-learning. For the purpose of the study a questionnaire consisting of (42) items was developed and divided into five ...domains, namely: organizational readiness, ICT tools, technical resources, faculty members, and students. The statistical analyses have been done using descriptive and interferential analytical approaches by the Statistical Package for Social Sciences. The results indicated that Readiness of Jordanian Universities for e-learning was medium. On one hand, the findings indicate that there were statistically significant differences at the significance level (α≤0.05) in individual responses to the study sample attributed to the type of faculty variable in favor of sciences faculties. On other hand there were no statistically significant differences at the significance level (α≤0.05) in individual responses to the study sample attributed to variable of faculty members by the academic rank. Keywords: E-learning, Jordanian Universities.
Engagement with e-portfolios has been shown to improve students’ learning. However, what influences students to accept e-portfolios is a question that needs careful study. The purpose of this study ...is to investigate the influence of Self-Efficacy, Subjective Norm, Enjoyment, Computer Anxiety and Experience on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of an e-portfolio system and their Behavioural Intention (BI) to use the system for learning. To do this, the study tested and used the General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of e-portfolios. Valid data were collected from 242 UK undergraduate students who had been introduced to e-portfolios. The data set was analysed using SPSS software. Results showed that the best predictor of student’s Perceived Ease of Use of the e-portfolio is Experience, followed by Enjoyment, Self-Efficacy and Subjective Norm. The best predictor of student’s Perceived Usefulness of the e-portfolio is Perceived Ease of Use followed by Enjoyment. Both Perceived Ease of Use and Perceived Usefulness predict student’s Behavioural Intention to Use the e-portfolio. The findings improve understanding regarding acceptance of e-portfolio systems and this work is therefore of particular interest to researchers, developers and practitioners of e-portfolios.
•We validated and used the GETAMEL to examine students’ e-portfolio adoption.•Four variables affected Perceived Ease of Use (PEOU) of the e-portfolio.•The four variables are Experience, Enjoyment, Self-Efficacy and Subjective Norm.•PEOU and Enjoyment affected Perceived Usefulness (PU) of the e-portfolio.•Both PEOU and PU affected students’ intention to use the e-portfolio.
A System's View of E‐Learning Success Model Eom, Sean B.; Ashill, Nicholas J.
Decision sciences journal of innovative education,
January 2018, 2018-01-00, 20180101, Letnik:
16, Številka:
1
Journal Article
Recenzirano
Odprti dostop
ABSTRACT
The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the ...proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes.
This study aims to find out how to use e-learning and the obstacles faced by lecturers and students when using e-learning in the learning process in the third semester of the Madrasah Ibtidaiyah ...Teacher Education (PGMI) Study Program. This study used a qualitative descriptive research method. The data collection tool was a questionnaire with interviews and observation. Data analysis techniques use Miles and Humberman's theory, namely, data reduction, data display, and drawing conclusions. The results showed the use of e-learning in the learning process in third semester of the PGMI study program was very effective. The data showed that almost all courses use e-learning, only two lecturers with the same subject, namely scouts, who do not use e-learning. The data also showed that 71.8% or 135 students said that e-learning was very effective in learning. The constraints faced by lecturers regarding the use of e-learning were that not all of the features in e-learning exist, for example, lecturer attendance was not yet available, so lecturers have to prepare manually outside of the e-learning application, and virtual face-to-face features of e-learning that were tough to accessed, while the students were more on the capacity limit of uploaded videos.
The e-learning concept is increasingly receiving attention in education but there seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the ...public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme.
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