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Attitude of Students Towards E-learning in South-West Nigerian Universities: An Application of Technology Acceptance Model
Abstract
The study examined the attitude of students towards e-learning in selected south-west Nigerian universities. Specifically the study looked at the relationship between attitude and elearning with the application of Technology Acceptance Model (TAM). Questionnaire was used to collect data from a sample of 387 postgraduate and undergraduate students. Statistical techniques used for the analyses of data were frequency distribution, simple linear regression, One-Way ANOVA and paired T-test was used to test the hypotheses. Findings showed that students have a positive attitude towards e-learning because they find the system easy to use and useful for their course work. Also, attitude influences the intention to use an e-learning system.
... However, there needs to be a more empirical examination of the factors underlying the adoption of e-learning systems. Factors such as perceived usefulness of e-learning, ease of use, pressure to use, good technical skills and the availability of resources needed to use e-learning impact students' attitudes and readiness towards the e-learning [18,19]. Yet, assessment of the user characteristics in e-learning systems, especially in a developing country like Nigeria, appears to be limited, despite being a prerequisite to introducing successful e-learning systems [18]. ...
... Successful system implementation and adoption by learners requires a solid understanding of user acceptance processes with these technologies. Assessing the attitude is vital in analysing consumer readiness to adopt, as a favourable attitude shows a greater probability that learners will be ready to accept the new learning system [19,20]. Acceptance of the new learning system will be worthwhile as earlier studies reported enhanced knowledge efficiency [12,13] and mean performance of users in favour of online education compared to the same course delivered face to face [21]. ...
... Acceptance of the new learning system will be worthwhile as earlier studies reported enhanced knowledge efficiency [12,13] and mean performance of users in favour of online education compared to the same course delivered face to face [21]. Since users' views tend to impact the advancement of the e-learning [18,19], understanding how students perceive and react to elements of e-learning and factors that influence readiness for effective e-learning is essential and timely. This study aimed to ascertain the barriers, attitudes, and readiness for adopting e-learning among medical students in a Nigerian university. ...
Introduction The COVID-19 pandemic caused massive disruption to medical education in Nigeria, necessitating the call for online medical education in the country. This study assessed the readiness, barriers, and attitude of medical students of Ebonyi State University Abakaliki, Nigeria, to online medical education. Methods A cross-sectional study design was employed. All matriculated medical students of the university participated in the study. Information was obtained using a pre-tested, semi-structured questionnaire which was self-administered. Good attitude towards information and communication technology (ICT) based medical education was determined by the proportion of respondents correctly answering 60% of nine variables. Readiness for online classes was determined by the proportion of students who preferred either a combination of physical and online lectures or only online medical education amidst the COVID-19 pandemic. Chi-square test and multivariate analysis using binary logistic regression analysis were used in the study. A p-value of
... Adewole Odeshi (2014) concluded that students find it easy to use digital learning tools and that they have a positive attitude towards e-learning because they think that it will be easy to use these tools to access information. ...
... As a result of various analyses and tests, it was revealed that digital learning environments provide flexibility in saving and spreading time, provide the opportunity to successfully perform their studies without the need for other people, create stress-free and more comfortable study environments, and with the effect of all these, an overall success is achieved and motivation is increased. Adewole Odeshi (2014), in his study on students' attitudes towards digital learning, found that students' attitudes towards e-learning are positive and that the use of e-learning tools in the field of education will increase the efficiency and effectiveness of students. ...
The aim of this study is to determine the relationships between digital learning readiness, attitudes, academic motivation and attitudes of students studying in the department of educational sciences of a university in Kazakhstan in terms of some variables. The data of the study were obtained from 1st-4th grade students studying in the department of educational sciences of a university in Karaganda, Almaty, Aktau, Kazakhstan in the academic year 2021-2022 (N=261). Percentage, frequency, mean, Independent Samples t test, F test and Regression Analysis techniques were used to analyze the data. In the study, it was found that students' digital learning attitudes were positive and their digital learning readiness was at a moderate level. Digital learning readiness and attitudes of university students showed a significant difference according to gender variable. However, no difference was found in digital readiness and attitudes according to the class variable. Finally, according to the regression analyses, it was found that the participant university students' digital learning readiness and attitudes predicted their academic motivation and attitudes at a significant level.
... Students displayed a positive attitude toward the use of technology in teaching, learning, and research. Egbe (2014) investigated the relationship between e-learning and university students' attitudes toward e-learning within the framework of the technology acceptance model and conclude that students had a positive attitude toward e-learning as they found the system easy to use and useful for their studies. In their study with secondary school students, Weng et al. (2019) found that students who adopted a multimedia-based teaching style had a higher learning attitude compared to students with traditional learning styles. ...
... Kar et al. (2014) conclude in their research that university students had high attitude scores toward e-learning. Similarly, there are other studies in the literature indicating that university students had a positive attitude toward technology use and e-learning (Egbe, 2014;Egbo et al., 2011). ...
This study aimed to investigate preservice teachers' e-learning styles and their attitudes toward e-learning and present the relationship between them via a correlational survey model, a quantitative method. The study group was composed of 322 preservice teachers. The Demographic Information Form, the E-learning Styles Scale, and the Attitude Scale Toward E-Learning were used online to collect data during the the fall semester of the 2020-2021 academic year, when training was carried out completely in the form of distance education due to the COVID-19 pandemic. Preservice teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes toward e-learning were above average. Independent learning style differed by gender, and verbal and logical learning styles differed by department. While there was no difference in the attitude toward e-learning by gender, a significant difference was found by department and place of residence. A low-level positive correlation was identified between preservice teachers' attitudes toward e-learning and visual-auditory, social, independent, and logical learning styles.
... As one of the studies suggests, students have a positive attitude towards e-learning, as they find the system easy to use and useful for their course work. And they get several benefits from e-learning; it allows them to organize the learning process in a better way and to use modern teaching tools effectively 9 . Many other studies also indicate numerous reasons for its overall acceptability are its ease of use, flexibility, and better control of the environment, especially applicable in the case of learners [8][9][10] . ...
... And they get several benefits from e-learning; it allows them to organize the learning process in a better way and to use modern teaching tools effectively 9 . Many other studies also indicate numerous reasons for its overall acceptability are its ease of use, flexibility, and better control of the environment, especially applicable in the case of learners [8][9][10] . ...
Introduction: Parallel to past technological revolutions, along with existing pandemic crises has made digitally assisted tools, and formats for e-learning an essential component of medical Curricula
Objective: The current study objectives were to find out the opinion of the students about the use and efficacy of the distance learning tools during the Covid-19 crisis and its impact on learning and academic achievements among medical students of Saudi Arabia.
Methods: Cross-sectional study was conducted among 1021 medical college students of Saudi Arabia by developing a survey questionnaire composed of sociodemographic characteristics of participants, study habits assessment including teacher engagement and student-teacher interactions, assessment of distance teaching approaches such as availability of internet services at home, the usefulness of live sessions or recorded videos, number of hours one can attend the sessions and stay motivated, assessment of academic performance, evaluation of respondents experience and technical infrastructure, psychosocial assessment of respondents, and their coping with COVID-19 crises.
Results: Among 1021 students, 503 (49%) were males and 518 (51%) females. 64% agree that distance teaching tools used by the teachers were easy to understand and use, and 55% responded that they are very much satisfied with E-learning provided by their institute. There was no significant difference observed between students on the usefulness of different approaches in facilitating learning experience except 'Self-study using text and/or video materials provided by the teacher approach’ (P=0.043).
Conclusion: The findings showed satisfactory results, showing that Saudi Arabia's respective medical universities offered good online support and orientation to overcome COVID 19 crises, and students found distance learning tools easy to use and understand as the support provided by the medical universities staff. Future steps would be taken based on the observed results, and further improvement would be implemented to make the learning process easier for medical students.
... The Journal of Distance Learning and Open Learning ـــــــــــــــــــــــــــــــــــــــــ ــــــــــــــــــــــــــــــــــ ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ16 supported by Cutler, Hendricks, and Guyer (as cited in Cheah & Chun, 2013), who noted that "individuals from high-income families were more likely to live in a household with a computer" (p. 58). ...
... It refers to an individual's confidence that technology will reduce physical and mental effort, impacting usefulness, attitude, intention, and actual use. This concept posits that perceived ease of use reflects the user's perception of the effort needed to operate a system [9]. 78 ...
Admission of New Students covers the entire process, from registration and administrative selection to graduation announcement. This activity is an annual routine that is the first step in finding quality prospective students. Therefore, there is a need for a valuable and user-friendly online PMB website. Based on these problems, it is necessary to assess the success of implementing the PMB Online system at Amikom Purwokerto University using the Technology Acceptance Model (TAM) approach. This system development method refers to TAM, which emphasizes user perceptions of two main variables: usefulness and ease of use. Variables that describe user acceptance of the PMB Online system include Perceived Ease of Use, Perceived Usefulness, Perceived Enjoyment, Attitude Towards Using, and Intention to Use. The results of this study indicate that Perceived Ease of Use has a positive effect on Perceived Usefulness, and Perceived Usefulness has a positive effect on Attitude Towards Using and Intention to Use. Meanwhile, Perceived Enjoyment also has a positive effect on Attitude Towards Using. The results of this study are expected to identify weaknesses and improve certain aspects to optimize the implementation of PMB Online at Amikom Purwokerto University.
... Perceived Ease of Use's effect on Perceived Usefulness is postulated by the Technology Acceptance Model (TAM). This finding can be supported by Adewole-Odeshi, (2014) where it is stated that there is a significant relationship between Perceived Ease of Use and students' attitudes towards E-learning. From another perspective, Perceived Ease of Use (PEOU) has a significant influence on attitude towards Use (ATU) (P<0.01). ...
E-learning is being implemented in higher educational institutions as a method of teaching and learning. Several studies have been carried out on academic performance, particularly on a group of conventional students. However, only a few have been written on E-learning among PJJ students’ academic performance in E-learning technology. This study was conducted to determine and investigate the relationship between Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) towards Attitude (ATT) and Actual Use (AU) as a factor of Students’ Academic Performance towards e- learning technology among students of the business management faculty enrolled in BA232 Bachelor in Office Systems Management (Hons) at UiTM Puncak Alam. This study took a quantitative and stratified sampling approach with 155 respondents. Statistical methods analyses used were multiple regression and logistic regression. Actual Use (AU), Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), and Actual Use (AU) are significant as the p-values are smaller than = 0.05. E-learning use had a significant influence on students’ academic performance. Thus, the more the students use E-learning, the better their academic performance. This study would benefit online institutions, online / distance instructors, decision-makers at all higher education levels, and online students. The implications for practices, barriers to e-learning, ongoing support by the government, limitations of the study and recommendations for research were discussed.
... Therefore, there is no relationship between the perceived usefulness of eLearning and perception of its usefulness among public university students. This was in contrast to a study that has been done on attitudes towards eLearning for students at Western Nigerian University, which examined the correlation between their perceptions of what is useful about eLearning and how they respond to it [37] . It has been demonstrated that there is no relationship between attitudes and perceived usefulness of eLearning among public university students in Nigeria, according to this study. ...
E-learning has been attracting researchers from around the world and is considered an alternative mode of learning as opposed to physical education. The lockdowns of schools in Nigeria, which exposed the lack of digital preparedness among institutions as they adopted eLearning, have been brought to light by the Corona Virus epidemic that swept across the world. To determine whether students at the receiving end are sufficiently accepting of eLearning for effective implementation in school curricula, a study should be carried out. The survey therefore aimed at examining students' perception of the use of electronic learning, their views on eLearning as well as their own difficulties in taking part in this practice. The study was conducted using the Quantitative Research Method as well as Simple Random Sampling. This research took place at five publicly funded universities in Nigeria and covered a geopolitical area of the country. Data have been collected by means of an online questionnaire for the study. A total of one hundred and one (101) undergraduate students from public institutions in Nigeria took part in the study. In order to test the proposed hypotheses, regression analysis was carried out while data were made available in a frequency table. The study found that almost all of participants were digitally proficient and had the fundamental skills required to engage in eLearning. Due to cyber bullying, insufficient electricity supply and large costs associated with participation in electronic learning, it has also been identified that the majority of students are inclined to learn physically during classroom lessons instead of through eLearning. Also, it has been established that the digital literacy skills of students have no important relationship with their attitude toward eLearning.
... They are likely to spend more time using ELE, and this will help them learn more about it, so a positive attitude is likely to lead to increased knowledge. This result is consistent with the findings of Fauzi & Hashim (2020), Fauzi & Hashim (2020), Adewole-Odeshi (2014), andBakeer (2018), who argued that students with a positive attitude toward using the e-learning environment are likely to reinforce their effectiveness and productivity in courses. However, people with a negative attitude would spend less time using it and learn less (they may find face-to-face learning easier than ELE). ...
... It is suggested that platforms with poor service delivery will inhibit students' acceptance of online learning platforms. Some studies in past have found that poor quality in the delivery resulted in a moderate level of e-learning acceptance for the factor of "technology and system" (Adewole-Odeshi, 2014;Honget al. 2003;Poon et al., 2004). For example, students also have the choice of studying through elearning or otherwise without academic repercussions. ...
Service quality attributes predicting acceptance of e-learning among students in private universities in southwestern Nigeria. 2 Service quality attributes predicting acceptance of e-learning among students in private universities in southwestern Nigeria. ABSTRACT This study was carried out to investigate the impact of the quality of the delivery service system on undergraduate students' acceptance and compliance with a complete virtual mode of learning at private universities in southwest Nigeria. The data for this study were derived from a cross-sectional survey of respondents from 5 private institutions in the Southwest geopolitical zone of Nigeria. A self-report questionnaire using a standardised instrument was used, and the data was analysed using Pearson r Correlation and multiple regression analysis at a significance level of 0.5. Result demonstrated that service quality of online learning (r=.69, p<.01), and its dimensions of Interface quality (r=.64, p<.01), reliability (r=.52, p<.01), responsiveness (r=.57, p<.01), Trust (r=.58, p<.01) and Personalization (r=.66, p<.01) significantly correlated with acceptance of online learning classes. Trust (β=.23; t = 5.16, p<.01), personalisation (β=.38 t= 4.48, p<.01), Interface quality (β=.18; t= 2.60, p<.01) and level of study (β=-.08; t=-2.`4, p<.05) predicted students endorsement of online learning classes[F(8,469) = 59.66, R 2 = .50; p < .01]. This study suggests a need for an improvement on the attributes of service quality as these are crucial factors that influence the acceptance and use of the E-learning system among private university students.
... The intention of students towards e-learning systems is defined by attitude, which was previously explored as a prominent construct of TPB [40][41][42]. For instance, Reference [43] examined the impact of a good attitude on students' intentions regarding e-learning. Thus, technologically based e-learning has a significant impact on students' intentions to engage in their coursework directly [44]; however, there is not much research that looks at students' attitudes regarding e-learning through augmented reality apps. ...
The study uses the Theory of Planned Behavior and the Influence of Information System Success to understand how users respond to the technology used for teaching and learning. The study intends to look at the relationship between the Information System Success model and Theory of Planned Behavior variables on utilizing the Zoom application by elementary education teachers, as well as how teachers’ satisfaction and intention to use technology affect the usage of technology. The primary approach for gathering data involved distributing the Influence of Information System Success model and Theory of Planned Behavior theories questionnaire survey to teachers in elementary education. A total of 219 elementary school teachers in Saudi Arabia who prepared for their online classes participated in the survey for this research. According to the study’s findings, behavioral intentions for using Zoom for educational purposes and user satisfaction have a strong positive association. Additionally, there is a strong association between other variables and users’ intention to use and satisfaction with the product (i.e., perceived technology fit, educational system quality, information quality, attitude towards using Zoom in elementary education, perceived behavioral control, and subjective norm). The findings also show that data points are favorably connected with the teachers’ satisfaction and intention for using the Zoom factors of the Information System Success model and Theory of Planned Behavior theories, despite the fact that there is no connection between both the attitudes towards utilizing Zoom and the behavioral intention to use Zoom for teaching elementary education students.
... Nghiên cứu của Odewole-Odeshi chỉ ra rằng có mối liên quan ý nghĩa giữa khả năng sử dụng thiết bị máy tính đối với hiệu quả học tập trong học trực tuyến [3]. Tuy nhiên, nghiên cứu của chúng tôi không tìm thấy có sự khác biệt về thái độ giữa các nhóm sinh viên sử dụng các thiết bị điện tử học trực tuyến khác nhau (p=0,071). ...
Đặt vấn đề: Nền tảng học tập trực tuyến đã trở nên quan trọng trong giáo dục đại học. Tuy nhiên, hình thức này không phải lúc nào cũng được triển khai thành công bởi chịu tác động đáng kể của sự sẵn sàng tiếp nhận và thái độ của sinh viên đối với mô hình học tập mới. Mục tiêu nghiên cứu: Đánh giá thái độ học trực tuyến và tìm hiểu một số yếu tố liên quan của sinh viên Trường Đại học Kỹ thuật Y- Dược Đà Nẵng. Đối tượng và phương pháp nghiên cứu: Một nghiên cứu mô tả cắt ngang được thực hiện trên 389 sinh viên Trường Đại học Kỹ thuật Y-Dược Đà Nẵng. Nghiên cứu sử dụng bộ câu hỏi Scale to Measure Student Attitudes Towards E-learning – SMATE để đánh giá thái độ học trực tuyến của sinh viên. Kết quả: Điểm trung bình về thái độ học trực tuyến của sinh viên đạt mức trung bình (127,8±10,2). Năm học của sinh viên và chất lượng dịch vụ internet có mối liên quan với thái độ học trực tuyến của sinh viên (p<0,05), tuy nhiên mối tương quan giữa thái độ của sinh viên với năm học hiện tại của sinh viên và chất lượng dịch vụ internet là yếu, hệ số tương quan lần lượt là r =-0,126 và r =0,139. Kết luận: Sinh viên có thái độ mức trung bình đối với học trực tuyến. Cần có các biện pháp cải thiện hệ thống học trực tuyến giúp nâng cao thái độ học trực tuyến của sinh viên.
... The findings of this research were similar to other researches. Convenience, Better interaction, and brainstorming were reported in previous studies as the strengths of Zoom online education [1,2,14,14,16]. Agarwal findings also stated that Zoom online sessions helped students to better organize their time and that the material was very easy to access and the student participated in the lectures easily (2020). On the other hand, other themes contributing to negative student experiences can be found in similar research studies. ...
Zoom has become a powerful tool of online education in today’s society. Ensuring the quality of online education platforms has been a growing concern for the last several years. However, there is a lack of research in this field especially in relation to the perspectives of students. Hence, there is a need for more empirical research in this area. This study used qualitative methods to investigate the perception of master’s students of Sweden regarding their experience using Zoom in online education. Semi-structured interviews were conducted with three students and the method of interpretation chosen was thematic analysis through an inductive approach. The findings of this study revealed that better interaction, improved brainstorming, and easier participation were the themes contributing to the benefits of Zoom over other applications like: Google meet, Skype and Microsoft teams for online lectures. The drawbacks of Zoom were misusing Zoom features, and limited space for taking notes. These findings can be used by instructors in the future to understand the perception of students and improve the use of Zoom education.
... Additionnaly, one third students disagreed with the statement "I hope teacher continue to use E-learning in teaching learning process" (item 15) Chart 3. Students' Attitude of Behavior on the Use of E-learnig The present study aimed to investigate the students' attitude of thinking, feeling and behavior on the use of E-learning during Covid 19 Pandemic at Sosiology Departement of STKIP PGRI Sumatera Barat, especially for the firstyear students who studied English subject. The prime data-collection instrument used for researching learner was adapted from (Thakkar et al., 2017), (Sabah, 2013), (Ismaili, 2020), (Paris, 2004), (Adewole-Odeshi, 2014), (Odit-Dookhan, 2018). Those items measuring learners' Attitude on the Use of E-learning during Covid 19 Pandemic in three major components: (1) Students' Attitude of Thinking on the Use of E-learning during Covid 19 Pandemic, (2) Students' Attitude of Feeling on the Use of E-learning during Covid 19 Pandemic, (3) Students' Attitude of Behaviour on the Use of E-learning during Covid 19 Pandemic. ...
This study examined how students felt about online learning during the COVID 19 Pandemic at the Informatics Department of the University of Sumatera Barat. Students' ways of thinking, experiencing, or understanding the learning process might be influenced by their attitude. Teachers must therefore be aware of pupils' attitudes. Using empirical data, the researcher used this study to analyze how pupils think, feel, and behave. At the Informatics Department of Universiatas PGRI Sumatera Barat, the goal was to determine how the students' attitudes about thinking, feeling, and acting during the Covid 19 Pandemic influenced their usage of online learning. Research was conducted using a quantitative approach using either a survey or a descriptive design. Cross-sectional research was the study's research design. All students at Informatics Department session 2020 A are examined in this study of the twenty-three students of Universitas PGRI Sumatera Barat. The information was gathered using a survey. According to the study's findings, students exhibit a favorable attitude toward online learning, with a mean score of 3,5 (N = 23, st.d = 0.9). They behave negatively toward online learning, with a mean average of 2,9 (N=23, st.d = 1,0). Therefore, it is advised that teachers help their students transform their negative attitudes into good ones.
... [14] applied TAM to explore users' behavioral intention to adopt a performance assessment system for e-book production of students in technological colleges and universities and use a web-based performance assessment system to evaluate technical proficiency. In the education field, [15] presented a research paper to determine students' attitudes towards elearning in South-West Nigeria using the TAM tool. M-Learning as means of learning delivery through mobile devices and mobile technology was assessed using the TAM tool in terms of student readiness [16]. ...
... Alanyazındaki bu çalışmalarda yaş değişkeni aralığı bazı çalışmalarda yaşı küçük olan örneklem gruplarının lehine iken tersi durumun olduğu sonuçlar da görülmüştür. Diğer taraftan; EÖHB üzerinde yaş değişkeninin anlamlı farklılık göstermediği çalışmalar da bulunmaktadır (Adewole-Odeshi, 2014;Beyazgül, 2019;Çakır ve Horzum, 2015;Korkmaz vd.,2015). E-öğrenme hazırbulunuşluğu üzerinde önemli olan dördüncü değişken günlük ortalama internet kullanımı değişkenidir. ...
öğretmenlerin e-öğrenme hazırbulunuşluk düzeyi ve bu düzeyi etkileyen faktörler incelenmiştir. Araştırma nicel araştırma yöntemlerinden tarama modeli ile planlanıp gerçekleştirilmiştir. Araştırma, 2020-2021 eğitim-öğretim yılı Van ili Milli Eğitim Müdürlüğüne bağlı okullarda görev yapan 2411 öğretmen üzerinden yürütülmüştür. Araştırmanın verileri “E-Öğrenme Hazırbulunuşluk Ölçeği” ve “Yaşam Boyu Öğrenme Ölçeği” ile toplanmıştır. Araştırmada e-öğrenme hazırbulunuşluğu üzerinde etkili olan faktörler, veri madenciliği yöntemlerinden Rastgele Ormanlar Algoritması yöntemi ile modellenmiştir. Araştırma kapsamında, heterojen örneklemi homojen alt kümelere ayıran iki aşamalı kümeleme analizi ve rastgele orman algoritması kullanılmıştır. Öğretmenlerin e-öğrenme hazırbulunuşluğu düzeyleri bağımlı değişken ve e-öğrenme hazırbulunuşluğu ile kuramsal olarak ilişkisi olduğu düşünülen 12 değişken de bağımsız değişken olarak modele dâhil edilmiştir. Rastgele Ormanlar yöntemi ile gerçekleştirilen analizler sonucunda öğretmenlerin e-öğrenme hazırbulunuşluk düzeyi üzerinde en çok etkisi bulunan değişkenin yaşam boyu öğrenme olduğu belirlenmiştir. E-öğrenme hazırbulunuşluğunu etkileyen diğer değişkenlerin ise sırasıyla branş, yaş, günlük ortalama internet kullanım süresi, görev yılı, çalıştığı kurumun türü, internet erişiminde en çok kullanılan cihaz, cinsiyet, eğitim düzeyi, çalıştığı kurumun yerleşim yeri, daha önce bilgi teknolojilerine yönelik hizmet içi eğitime katılıp katılmadığı ve görev unvanı olduğu görülmüştür.
... The emergence of digital education not only promoted improving skills through the use of e-resources but also facilitated the engagement of students to develop complex thinking abilities [58][59][60]. Teaching and learning both processes are smarter and more updated through online; students can now re-visit the study materials anytime [61][62][63]. Moreover, multiple sources are available to assess the information; consequently, knowledge sharing increase with various platform which may have a greater impact on society. ...
This study is designed to support the development of strategies to recover from the disrupted impact of COVID-19 on HE institutes of the South Asian Region (SAR), as the nations in this region are severely cursed by poverty and unemployment. During the unusual phase of the COVID-19 pandemic, the face-to-face learning method is no longer appropriate, and the crisis leads to force on distance learning instead of physical learning. Like all other educational institutions, HE institutions are also in big trouble. Changes in educational structure change the pattern of academic work, which may have an inverse impact on acquiring knowledge and improving skills. Not only students but also a greater number of teachers at the HE institutions required to continue their service through online during this closure period. However, well digital infrastructure and digital contents appear to be the prime requirements for this educational transmission, which are extensively accessible in SAR countries. By following a mixed-methods strategy, the study specifically examines the impact of the pandemic on higher education in the South Asian Region, with an emphasis on the impact on learners, educators, and institutions, and to identify the measures that have been taken by these countries to survive and continue the education system with all the obstacles of the crisis. It concludes with some vital suggestions that may be applied to mitigate the crisis moment and assist in moving forward with more technological advancements for a new future.
Doi: 10.28991/ESJ-2023-SPER-06
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... The present study aimed to investigate the students' attitude of thinking, feeling and behavior on the use of E-learning during Covid 19 Pandemic at Sosiology Departement of STKIP PGRI Sumatera Barat, especially for the firstyear students who studied English subject. The prime data-collection instrument used for researching learner was adapted from (Thakkar et al., 2017), (Sabah, 2013), (Ismaili, 2020), (Paris, 2004), (Adewole-Odeshi, 2014), (Odit-Dookhan, 2018 . This indicate that E-learning allows students to share knowledge faster. ...
This research investigated students’ attitude toward E- Learning during Covid 19 Pandemic at Sosiology Departement of STKIP PGRI Sumatera Barat. Attitude can influence students’ way of thinking, feeling, or making sense of the learning process. Thus, teachers need to know about students’ attitude. In this study, researcher investigated students’ attitude involve students’ thinking, feeling and behavior using empirical data. The purpose was to find how are the students’ attitude of thinking, feeling and behavior on the use of E-learning during Covid 19 Pandemic at Sosiology Departement of STKIP PGRI Sumatera Barat. The method of research is quantitative method with the design was descriptive or survey research. The type of survey was Cross-sectional research. This study examines all students at Sosiology Departement session 2020 A of STKIP PGRI Sumatera Barat which totally twentythree students. The data were taken form a questionnaire. The findings of the research showed that students have a positive thinking and feeling toward e- learning with mean average 3,5 (N=23, st.d= 0.9). In contrast, they have a negative behavior toward e- learning with mean average 2,9 (N=23, st.d =1,0). Thus, it is sugested for teacher to change their students from negative attitude into positive attitude.
... Odeshi and Egbe (2014) studied the relationship between attitude and e-learning using the TAM model, which indicated that perceived ease of use has a positive attitude among students in accepting e-learning and students find it easy in accessing information and enhancing learning [26]. Another study conducted by Ullah et al. (2017) to examine the attitudes of undergraduate students towards technology acceptance model specific to online learning in Peshawar, India [27]. ...
Higher education around the world has moved to online teaching due to COVID-19 pandemic. Students in higher education are compelled to attend online classes and adopt e-learning mode. There is not much evidence on training the students to adopt e-learning and remote learning. However, do they have a positive attitude towards e-learning and has it affected their academic performance? Present study administered an e-learning attitude scale to 840 students of a reputed University to examine whether they have positive or avoidance attitude to e-learning and also analysed e-learning attitude across students demographic characteristics. Study revealed a slight positive correlation between e-learning attitude and academic achievement of postgraduate students and not for undergraduate students. Girls’ excelled in their achievement and have a more positive e-learning attitude than boys have. Boys showed avoidance e-learning attitude. However, Socio Economic Status (SES) did not affect students’ e-learning attitude but influenced their academic achievement. Study concludes that stakeholders must create more opportunities to develop a positive attitude towards e-learning as future education is likely to be technology integrated.
... Such a positive academic attitude towards e-learning was also exhibited by the higher education faculty in the Kingdom of Saudi Arabia (Alkhala et al., 2012) but only by those who are familiar with computer and information and communication technology (Krishnakumar & Rajesh Kumar, 2011). The finding was consistent with the attitudes of graduate students in other universities exhibiting average, positive attitudes for e-learning (Khirade, 2017;Adewole-Odeshi, 2014) which according to Omar et al. (2012), is a critical factor in ensuring the success of e-mentoring. Regardless, a major obstacle on the grant of administrative and resource support for e-learning was stipulated in the regulatory requirement for distance learning, as stipulated in CMO No. 15 s. ...
Sustainable and agile universities innovate towards e-learning readiness for its flexible design, development, implementation, and evaluation of courses. Thus, this study was executed to develop the curriculum framework for an online distance course on servant leadership for a graduate school in the Province of Sorsogon, Philippines. To construct the framework, servant leadership traits and e-learning readiness of the school's graduate students were evaluated from the perspective of three groups from the school's key customers. This study applied a mixed-method design by using both quantitative survey and qualitative interview, participated by 105 and eleven respondents respectively. The study concluded that the respondents entirely "agree" that the referred graduate students demonstrated all seven dimensions of servant leadership. The most significant strengths of the graduate students out of the seven dimensions of servant leadership were found to be "conceptual skills" and "behaving ethically", meanwhile "putting subordinates first" was considered as the major weakness. The findings signified the need to improve servant leadership skills and to enhance their leadership brand, hence the necessity to develop an online distance course on the leadership style. Additionally, there was a significant difference found between the three groups of respondents on their perceptions of the servant leadership concept, implying that the course needs to be tailored following the existing perceptions. Additionally, the adoption of bichronous learning strategy as proposed in this study was reinforced by the interviewees who preferred online learning as the main platform, indicating e-learning readiness of the higher education institution. The curriculum framework for the online distance learning course titled "Project 'Lingkod Guro': Teachers as Servant Leaders" was developed as a result of this study
... Elearning is the part that has brought about this change in students' learning. E-learning, in its broadest meaning, refers to any form of electronic learning [1]. The attitude of students toward online learning and distance education is one of the variables influencing this shift. ...
... Users consider technology useful, if with the use of technology their work efficiency and performance increases [75]. Use of Blockchain technology is perceived useful, as it can impact, performance of the university and its user's in multiple ways. ...
... More scholars have employed Subjective Norm [35], [53], [56][57][58][59][60][61][62][63][64][65][66][67][68], Experience in the internet & computer [35], [53], [69], [70], [57], [71], [61], [72][73][74][75][76] Self-Efficacy [35], [53], [58], [71], [61], [59], [55], [77], [78], [62], [74], [79][80][81], [76], Technical Support [35], [53], [29], [78], [81], [58], [82], [83], [84] and Anxiety [35], [77], [78], [69], [71], [61], [76], [85][86], as external variables of TAM. As a result, the current study is simply an extension of the TAM, with external factors affecting LMS usage for the testing model factored in. ...
Because the ultimate purpose of using a learning management system is to improve effective learning, the system's benefits cannot be realized if students use it infrequently. To determine the elements that affect student usage, education providers must first understand how students view technology and their concerns. As a result, educational institutions must identify the primary elements impacting students' use of LMS and why students decide to use or reject LMS when given the option. This study aims to determine the factors that influence the use of Learning Management Systems by undergraduates at a Sri Lankan non-state university. There are three theories about how people use E-learning. There are three of them: TRA, TPB, and TAM. Because TRA and TPB have some limitations, this study used TAM. This study was expanded based on earlier research to include the variables: Subjective Norms, Internet and Computer Experience, Self-Efficacy, Technical Support, and Anxiety. At the specified university, there are 2128 students. The researcher collected data from 141 students by using Stratified random sampling techniques. Then the data was entered into a SmartPLS3. All measurement criteria for the measurement model's reliability and validity were fulfilled, and the structural model has fulfilled the Goodness of Fit. The results show that Self-Efficacy and Anxiety have a significant negative impact on the Perceived Ease of Use. Perceived Ease of Use has a significant negative impact on the Perceived Usefulness Self-Efficacy and Technical Support have a significant positive impact on the Perceived Usefulness Subjective Norms, and Perceived Usefulness have a significant positive impact on Intention to Use.
Bu araştırmada ile Necmettin Erbakan Üniversitesi İngilizce hazırlık sınıfı öğrencilerinin “çevrimiçi öğrenmeye yönelik tutumları ve İngilizce ile ilgili özyeterlik inançları” arasındaki ilişkilerin incelenmesi amaçlanmıştır. Araştırmaya 2020- 2021 eğitim öğretim yılında, Necmettin Erbakan Üniversitesi, Yabancı Diller Yüksekokulu uzaktan eğitim yoluyla ders alan ve İngilizce hazırlık sınıflarında öğrenim gören 371 öğrenci katılmıştır. Veriler “Demografik Bilgi Formu”, Usta, Uysal ve Okur (2016) tarafından geliştirilen “Çevrimiçi Öğrenmeye Yönelik Tutum Ölçeği” ve Hancı-Yanar ve Bümen (2012) tarafından geliştirilen “İngilizce ile ilgili Özyeterlik İnancı Ölçeği” yoluyla elde edilmiştir. İlişkisel tarama modelinin kullanıldığı araştırma sonuçları için bir istatistik paket programından yararlanılmıştır. Araştırma bulgularına göre, üniversite hazırlık sınıfı öğrencilerinin çevrimiçi öğrenmeye yönelik tutumları orta düzeyde bulunurken, İngilizce ile ilgili özyeterlik inançları orta düzeyden biraz yüksek bulunmuştur. Cinsiyetlerine göre öğrencilerin çevrimiçi öğrenmeye yönelik tutumları üzerinde anlamlı bir farklılık bulunurken, İngilizce ile ilgili özyeterlik inançları üzerinde cinsiyetin anlamlı bir etkisi bulunmamıştır. Öğrencilerin İngilizce özyeterlikleri ile çevrimiçi öğrenmeye yönelik tutumları arasında istatistiksel açıdan anlamlı pozitif yönde, düşük düzeyde bir ilişkinin olduğu saptanmıştır.
The COVID-19 lockdown negatively affected societies, particularly developing countries’ economies and educational systems. The fast spread of the virus resulted in the closure of academic activities in Nigerian K-12 (kindergarten through 12th grade) and tertiary institutions. While school closures were meant to prevent the spread of the virus within the school environment, protect vulnerable people from exposure, and protect public health, these closures have severely affected students’ ability to learn. Nevertheless, the pandemic served as an eye-opener for most Nigerian schools. It demonstrated the Nigerian educational system’s dependence on the traditional classroom setting. The outbreak highlighted technology’s limited availability and use in many Nigerian institutions, particularly government-owned schools. Most tertiary institutions also experienced severe financial challenges due to the COVID-19 lockdown. They needed to pay staff salaries, construct infrastructures, and engage in research and other necessary activities to raise educational standards. Furthermore, students’ disconnection from their schools did not give them a sense of belonging. As a result, the students’ well-being was jeopardised since they were no longer in sync with academic activity. However, despite the devastating effect of the pandemic, some students still engaged in leadership activities by engaging in humanitarian programmes to mitigate the impact of the pandemic on societies. Therefore, it is essential that the government adequately fund higher education to build facilities and enable the utilisation of ICT to raise the standard of education in the country.
This study examined Information Communication Technology (ICT), technological proficiency and financial capability as determinants of students' perception for e-learning in the tertiary institutions of Oyo State. The study adopted descriptive survey research design and a multi-stage sampling procedure was used to select 610 students (283 males and 327 females) from the population of 104,961 students from 29 tertiary institutions The 40-item instrument was content, construct and face-validated while its reliability coefficient was established by Cronbach Alpha test as 0.8. Descriptive statistics was used to analyse the four research questions at a decision mean of 2.50. Findings showed that many students have positive attitudes towards e-learning, the state of ICT and the level of Students' technological proficiency are high but low financial capability to procure ICT devices The study recommended that students should be motivated to develop their ICT skills while government should give adequate funding for procurement of ICT infrastructures.
This study aims to examine the influence of gender on the adoption of a virtual learning environment (VLE) in higher education in Ghana during COVID-19 restrictions. A survey approach was used, with a total sample of 488 responses from the University of Professional Studies, Accra. To reveal gender differences, both male and female respondents were subjected to a multi-group analysis. The factors impacting students’ intention to use VLE were determined using the structural equation modeling approach employing SmartPLS 3.3.3 software. Accordingly, both gender groups show that subjective norm elements significantly influence intention to adopt VLE; however, the male group (β = 0.873, p = 0.000) reports more significant influences than the female group (β = 0.571, p = 0.000). The study establishes that the newly incorporated construct in the theory of planned behavior, attitudes towards social distancing, significantly affects males’ behavioral intention to use VLE more than their female peers. This result demonstrates the robustness of the theory of planned behavior for evaluating technology acceptance research.
Etkili ve verimli bir eğitim sisteminin oluşturulması için her bir öğrenciye ulaşılması gerekmektedir. Gerekli alt yapının oluşturulmasından sonra e-öğrenme aracılığıyla bireyler, zaman ve mekân fark etmeksizin istedikleri zamanda ve yerde ulaşmayı amaçladıkları bilgilere erişim sağlayabilmektedir. İstenen verimin sağlanması adına öğrencilerin öğrenme ortamına katılmalarını sağlayan istek ve arzularının bilimsel çalışmalarla incelenmesi ve ulaşılan sonuçların literatüre kazandırılması önem arz etmektedir. Bu düşünceden hareketle çalışmanın amacı, Spor Bilimleri alanında öğrenimlerine aktif olarak devam eden öğrencilerin e-öğrenme tutum düzeylerinin farklı değişkenler açısından incelenmesidir. Araştırma kapsamında MSKÜ Spor Bilimleri Fakültesinin tüm bölümlerinde aktif öğrenim hayatlarına devam eden 115’i kadın, 231’i erkek toplamda 346 öğrenci çalışmanın örneklemini temsil etmiştir. Araştırmada veri toplamak amacıyla araştırmacılar tarafından oluşturulan tanımlayıcı bilgi formu ve Yarayan, Fakazlı ve İlhan (2022) tarafından geliştirilen E-Öğrenme Tutum Ölçeği: Üniversite Öğrencileri Formu (EÖTÖÜÖF) kullanılmıştır. Araştırma sonucunda, öğrencilerin cinsiyet değişkeni açısından e-öğrenme tutumları arasında anlamlı farklılık tespit edilmiştir. Ulaşılan sonuçlara göre öğrencilerin e-öğrenme tutum düzeyleri düşük seviyededir. Diğer sonuçlar incelendiğinde cinsiyet değişkeni açısından anlamlı farklılığa ulaşılırken, yaş, bölüm, sınıf, genel not ortalaması ve uzaktan eğitimde kullanılan araç değişkenleri açısından ise anlamlı farklılık tespit edilmemiştir.
Students’ satisfaction with online courses is considered as one of the most critical
components in the continued use, as well as, adoption of e-learning applications.
The study aimed at determining and analyzing the constructs that affect students’
satisfaction. It examined the effect of students’ self-efficacy and the quality of
course design on students’ satisfaction, mediated by their attitudes toward online
courses. The study was conducted at University of Ha’il. Responses of 202
students were used for the data analysis. The collected data was analyzed using
two steps in AMOS: The proposed measurement model was developed using
confirmatory factor analysis (CFA), and the relationships were examined using
structural equation modeling (SEM). The results revealed that both students’ selfefficacy and the quality of course design had a significant positive effect on
students’ satisfaction, mediated by their attitudes towards online courses. The
outcomes of this study can help decision-makers and policymakers in higher
education take essential steps to enhance students’ satisfaction with online courses
and ensure that they continue to be used.
Studies have been conducted on university students’ acceptance of e-learning systems during COVID-19. However, less attention has been paid to students’ use of e-learning post-pandemic. This research provides a more comprehensive framework to investigate the effects of e-learning students’ various quality perceptions on attitude, learning engagement, and stickiness toward e-learning platforms. A survey-based quantitative method is adopted by this study in which sample data are collected from students in Australian universities. A total of 403 valid samples were analysed using covariance-based structural equation modelling. This study found that students’ perceived educational quality, service quality, information quality, and technical system quality play different roles in their attitudes and behaviours towards e-learning. It expands the information system success model by comparing the effects of students’ various perceived qualities on their ongoing commitment to e-learning. It provides insights to e-learning providers in pursuing better designs and more sustainable development of educational information systems.
The Nigerian higher education has been plugged into a huge gap between the demand for higher education and the shortage in supply as a result of its inability to absorb the increasing number of students which has been exasperated by the persisted industrial actions by the university lecturers, insecurity, associated effects of post Covid 19 pandemic, among others, thereby hindering access to the teeming population of admission seeking individuals to universities. To this end, the study investigated the online readiness of students towards digitalization of university learning system with 333 out of 2000 undergraduate students in public universities. Three research questions guided while Students’ Readiness for Online University Learning Scale (SROULS) instrument was developed for this study. The results indicate high level of readiness of students towards digitalization of university learning with overall mean of the construct at 3.73. Also, the percentage level of online readiness of female student insignificantly differs from the male students. Challenges affecting digitization of university learning system were identified. Therefore, it recommended legalization of online university system and provision of enabling environment for its successful implementation in Nigerian education; improved power stability, internet connectivity among others.
Students' attitude towards e-learning has been a noticeable problem affecting the adoption of virtual and electronic mode of learning. The study investigated the correlate among attitude towards e-learning, computer self-efficacy, computer proficiency and gender difference of students of Adeyemi Federal University of Education, Ondo, Nigeria. The study adopted the correlational survey design and the study population consisted of all students of Adeyemi Federal University of Education, Ondo. Samples of 147 students were selected through convenience sampling technique. The instrument used for the study was computer self-efficacy and attitude towards e-learning scale. Data collected were analyzed using frequency counts and Pearson Product Moment Correlation analysis. The results shown no significant relationship between student computer proficiency and attitude towards e-learning {r(147)=-.015, p=0.01} while computer self-efficacy had significant relationship with attitude towards e-learning {r(147)=-.400, p=0.01}. It was also revealed that, there was no gender difference (t = (145)-.456, P>0.05) in attitude towards e-learning. The study concluded that, computer self-efficacy had significantly relationship with attitude towards e-learning among students of Adeyemi Federal University of Education, Ondo. It is recommended among others that the students should be encouraged to be computer literate before completing the program and enlightened them about the e-learning and other mode of new technology.
The COVID-19 pandemic has caused unforgiving disruptions in public education all over the world and brought about coercions of fragmentation in society. In Bhutan too, the continuity of education and learning has been greatly affected as a result of the closure of schools and the imposition of public restrictions and health protocols following the COVID-19 pandemic. E-learning was adopted hurriedly in the country to provide continuous education amid the pandemic lockdown. Therefore, to foresee the acceptance and applicability of e-learning in Bhutanese classrooms, this study focused on examining high school students' attitudes towards e-learning and their preference between classroom learning and online learning. Adopting the simple random sampling technique, 101 high school students who were exposed to e-learning for almost two years were selected as study samples. A purposive sampling technique with preceding information relevant to the study was used to select the sample school. A mixed methods approach was adopted to assemble the data. Grounded theory coding systems, descriptive and inferential statistics were used to analyze the data. The result of the quantitative data revealed that more than fifty percent of the student participants showed a positive attitude towards e-learning. It was revealed that not only perceived usefulness and perceived ease of use influenced the students' favorable attitude towards e-learning but also accessibility to ICT gadgets in their daily lives incurred a positive impact on it. On the contrary, the lack of in-person interaction, the tediousness of prolonged online lessons, and distraction by the play apps were some of the aspects that contributed to having an unfavorable attitude towards e-learning. The result from qualitative data revealed that most of the students preferred classroom learning over online learning based on different motives like classroom learning being more reliable, has in-person interactions, and their prolonged exposure to the classroom approach, which is more realistic. The findings from the study can be handy for curriculum developers, school administrators, and educators while making decisions on the adoption of e-learning.
This study examined Ghanaian language students' acceptance of e-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT). A cross-sectional survey design was adopted for this research. Data for the research were gathered with an adapted UTAUT questionnaire. A total of 204 Ghanaian language students filled out the questionnaire. The gathered data were analyzed by computing the Means and Standard Deviation of the Likert Scale items. Also, a Multivariate Analysis of Variance (MANOVA) was run to test the hypotheses set to guide the study. The results of the study indicate a low acceptance of e-learning among Ghanaian language students. Also, the MANOVA results indicate no significant difference between students' e-learning acceptance based on gender. The difference in students' acceptance of e-learning was, however, found in their academic year in school; thus, as final-year students show a higher behavioural intention to study through e-learning, first, second and third years resisted e-learning.
The COVID-19 pandemic compelled more than a billion students worldwide to pursue their education online. Asynchronous learning is used by a variety of academic student groups that are unable to enter formal education programs due to the effects of the COVID-19 pandemic. Because of this, many university students experience common mental health problems like depression, anxiety, and stress. If these problems are serious enough, students may experience impairment, which prevents them from realizing their full academic and professional potential. Thus, the study aims to assess the students' attitudes toward asynchronous learning and their mental health status and identify the relationships and factors affecting their learning attitudes. A cross-sectional research design examined 106 math majors at Eastern Visayas State University, Ormoc City Campus, Ormoc City, Philippines. The TeLRA and DASS-21 scales were the instruments used in the study. The researchers carried out the study using an online survey utilizing Google Forms. The descriptive statistics use frequency counts, percentages, and the chi-square test and regression analysis for inferential statistics. Analysis of the data used SPSS version 23. The results found that most students (84.9%) had positive attitudes toward asynchronous learning, and the most prevalent were moderate levels of depression (39.6%) and anxiety (28.3%), and mild levels of stress (22.6%). Results also found that attitudes toward asynchronous learning and mental health status were not significantly related. Additionally, age, gender, year level, and mental health status were not predictors of students' attitudes toward asynchronous learning. These results necessitate the development of a health program based in schools.
Background
Online education spreads even in the medical field where traditional method of learning is more convenient. This study was designed to evaluate the experiences of Nursing and Radiography undergraduate students of online learning in Nigerian universities during the Covid-19 pandemic.
Materials and Methods
This was a cross-sectional questionnaire-based, which included 540 nursing and radiography students. The completed questionnaires were retrieved by the researchers. Both descriptive and inferential statistics were used for statistical analysis with significance level set at p < 0.05.
Results
Large numbers 41.3% (n = 223) of the respondents perceived the online learning to be slightly stressful and the least 7.4% (n = 40) perceived the online learning to be extremely stressful. The challenges were financial constraints 29.6% (n = 160), no internet access (22.2%, n = 120), lack of technical knowhow (14.8%, n = 80) and poor communication with lectures and peers (5.6%, n = 30).
Conclusion
This study revealed good and positive attitudes of the students towards the online learning method during the Covid-19. Most of them perceived online learning method to be beneficial to their educational progress. The challenges encountered by the students as revealed in this study included; financial constraints, internet access, unstable/slow internet access, lack of mobile data, poor communication with lecturers and peers, and no access to computer device.
Zoom has become a powerful tool of online education in today’s society. Ensuring the quality of online education platforms has been a growing concern for the last several years. However, there is a lack of research in this field especially in relation to the perspectives of students. Hence, there is a need for more empirical research in this area. This study used qualitative methods to investigate the perception of master’s students of Sweden regarding their experience using Zoom in online education. Semi-structured interviews were conducted with three students and the method of interpretation chosen was thematic analysis through an inductive approach. The findings of this study revealed that better interaction, improved brainstorming, and easier participation were the themes contributing to the benefits of Zoom over other applications like: Google meet, Skype and Microsoft teams for online lectures. The drawbacks of Zoom were misusing Zoom features, and limited space for taking notes. These findings can be used by instructors in the future to understand the perception of students and improve the use of Zoom education.
Technology advancement has led to significant paradigm changes in education. The tradition face-to-face learning is now being supplemented, or in some case, replaced by virtual learning leveraging on modern information technology tools. This practice of mixing traditional and technology in teaching and learning is referred to as blended learning. Academic libraries as designated support institutions for academic activities are also expected to come up with strategies to ensure that both teachers and learners have the necessary support to effectively carry out their teaching, learning and research activities as usual. One of the strategies that have been suggested by scholars is embedded librarianship. This paper explores the strategies that can be adopted by librarians in Nigerian academic libraries to ensure that relevant library information resources and services to both students and lecturers, are embedded into the evolving learning environment for both lecturers and students in tertiary institutions.
Because of the spread and outbreak of COVID-19, learning and teaching forms have significantly altered at all levels, from high school to higher education. Most educational institutions have applied video conferencing in learning and teaching to maintain learning and teaching activities. Video conferencing is used to facilitate the learning and teaching process between instructors and learners during an epidemic. The study involved 203 students from six majors, including Human Resources Management (HR), Accounting, Insurance, Business Administration (BA), Social Works, and Labor Economics (LE), to explore students’ views on English learning and teaching via video conferencing at the University of Labor and Social Affairs (Campus 2) (ULSA2). A well-structured questionnaire was used to gather data from respondents. The data revealed that ULSA2 students have a positive attitude toward video conferencing learning, with significant differences in attitude across gender, technical proficiency, and competencies.
One significant innovative technology to expand teaching and learning mostly in Distance Education is Learning Management System (LMS). LMS allow learning institutions to offer a larger number of courses online whether full or blended, by providing institutions with a digital space for numerous purpose which includes documentation, tracking and online training. However, for the relevance of LMS within an education context, distance learners’ attitudes towards the use of LMS must be investigated. The study therefore aimed at examining the Attitude of Distance Learners towards the Utilization of LMS (A case study of the National Open University of Nigeria). Data were collected from 697 respondents using a research adapted questionnaire. Data collected for the study were analyzed using mean and standard deviation to answer research question one while hypotheses one and two were tested using independent t-test and ANOVA respectively. The findings indicated that there was a significant difference between male and female distance learners on their attitude toward the use of LMS. Thus, no significant difference existed among science, arts, and social science distance learners’ attitude towards the use of LMS. It was therefore recommended that efforts should be made to ensure that distance learners do not just have a positive attitude towards the use of LMS but should be taught the value of LMS to ensure its effective utilization.
The outbreak of coronavirus pandemic has led to different regulations and changed the usual way of doing things. Considering the level of technology in Africa society before the outbreak of the epidemic many activities, including classroom teaching and learning were affected. This paper examines virtual learn-ing as an unavoidable pedagogical model for learning during the COVID-19 pandemic. A cross-sectional study was conducted by adopting the Technology Acceptance Model. Data were obtained from an online survey of 543 respondents and analyzed. Regression of Partial Least Squares (PLS) was used for modeling and hypothesis testing. The results revealed that perceived usefulness, perceived ease of use, regulatory compliance, and implementation context significantly affect educators' and learners' attitudes towards adopting virtual learning for learning. Subsequently, regulatory compliance had the most substantial influence on educators' and learners' attitudes towards adopting virtual learning for learning during the COVID-19 outbreak. This study established that the adoption of virtual learning has enhanced learning during the coronavirus pandemic lock-down, and the process would also continue after the pandemic. Virtual learning has provided the classroom experience for learners and educators.
Zinc has so many beneficial effects as a supplement, particularly for the treatment of diseases and prevention of the occurrence of several disorders through inflammatory reactions, especially in gastrointestinal cases. The present study was done to assess the Zn effect on Silent Information Regulator 1 (SIRT1) and Peroxisome proliferator activated receptor γ coactivator-1α (PGC-1α) gene expression among ulcerative colitis (UC) patients. Fifty patients with mild-to-moderate active UC were included and divided into two groups of treatment (25 patients received Zn (35 mg Zn gluconate/day for 40 days) and control (25 patients received placebo similar to the Zn capsules in shape and color for 40 days). The expression rates of SIRT1 and PGC-1α were examined in the patients using the Real-Time PCR. The mean age of included patients was 37.2±10.6 years. The male to female ratio was 23/27. Totally, the distribution of smoking and alcohol among patients were 55% and 31%, respectively. Pan UC (40%) and lift-sided (40%) had the higher distribution. The mean expression of the PGC1-α gene was increased amongst the UC patients treated with Zn supplement (P <0.05). The mean expression of the SIRT1 gene was increased amongst the UC patients treated with Zn supplement (P <0.05). However, in the control group, no any changes have been recorded for both genes. It seems that Zn caused significant decrease in the inflammatory response of the colon by significant increase in the expression of the SIRT1 and PGC1-α genes.
Keywords: Ulcerative colitis, PGC1-α, SIRT1, Gene expression, Zinc supplement.
Bu çalışmanın amacı, Din kültürü ve Ahlak Bilgisi (DKAB) öğretmen adaylarının dijital okuryazarlık düzeylerini ve e-öğrenmeye ilişkin tutumlarını incelemektir. Çalışmada, bu değişkenlerde cinsiyet, yaş, mezun olunan lise türü ve sınıf düzeyine göre farklılaşma olup olmadığı araştırılmıştır. Ayrıca öğretmen adaylarının dijital okuryazarlık düzeyleri ile e-öğrenmeye yönelik tutumları arasındaki ilişki incelenmiştir. Araştırma, nicel araştırma desenlerinden ilişkisel tarama modeline göre düzenlenmiştir. Araştırmaya, 2019-2020 eğitim-öğretim yılında Kahramanmaraş Sütçü İmam Üniversitesi İlahiyat Fakültesi’nde öğrenim gören (1-4.sınıflar) 235 lisans öğrencisi katılmıştır. Araştırma verilerinin toplanmasında, Ng (2012)’nin geliştirdiği, Hamutoğlu, Güngören, Uyanık ve Erdoğan (2017) tarafından Türkçe’ye çevrilen “Dijital Okuryazarlık Ölçeği” ve Haznedar ve Baran’ın (2012) geliştirdiği “E-Öğrenmeye Yönelik Genel Tutum Ölçeği” kullanılmıştır. Veriler; standart sapma, bağımsız örneklemler t-testi, tek yönlü varyans analizi (ANOVA) ve Pearson korelasyon testi istatistiki teknikleriyle analiz edilmiştir. Araştırma sonucunda, araştırmaya katılan öğretmen adaylarının dijital okuryazarlık ortalamalarının “kararsızım” düzeyinde olup “katılıyorum” düzeyine yakın olduğu bulunmuştur. E-öğrenmeye yönelik tutum ortalamalarının ise “iki aradayım” düzeyinde olup “katılmıyorum” düzeyine yakın olduğu tespit edilmiştir. Ayrıca Din Kültürü ve Ahlak Bilgisi öğretmen adaylarının dijital okuryazarlık düzeylerinde yaş, mezun olunan lise türü ve sınıf düzeyine göre anlamlı bir farklılık bulunurken, cinsiyete göre anlamlı bir farklılık bulunmamıştır. E-öğrenmeye yönelik tutumda ise; öğretmen adayları arasında cinsiyet, yaş ve sınıf düzeyine göre anlamlı bir farklılık gözlenirken, mezun olunan lise türüne göre anlamlı bir farklılık gözlenmemiştir. Araştırmada, öğretmen adaylarının dijital okuryazarlık düzeyleri ile e-öğrenmeye yönelik tutumları arasında orta düzeyde pozitif ve anlamlı bir ilişki olduğu da tespit edilmiştir.
Blended learning is an alternative for providing quality education to learners at the tertiary level of education. As a result, the study aims to assess the blended learning readiness among newly admitted learners of 2017/2018 session of Distance Learning Institute (DLI), University of Lagos. Stratified random sampling was adopted to select 318 (155 male and 163 female) learners from the population. The instrument used for data collection was a 4-point Likert scale structured questionnaire titled Blended Learning Readiness Questionnaire (BLRQ) to elicit information from the learners. The instrument was adapted from St. Andrew’s College Online Learning Readiness Assessment. To ascertain the reliability of the instrument, a Cronbach Alpha value of 0.79 was obtained. 300 copies of properly filled questionnaire were used for the analysis. Mean score answered the research questions and the criterion mean was taken as 2.50. While the t-test was used to test the hypothesis at 0.05 significance level. Analysis of research questions revealed that most of the newly admitted learners have self-direction towards their learning. Findings showed that learners possess good study habit and are ready for this mode of learning. The result from the hypothesis revealed a significant difference in the perception of students on the use of blended learning approach based on gender. Findings of this study will benefit the Management of Distance Learning Institute as well as learners; that are actually not ready for the blended or online mode of learning which could lead to frustrations and eventually to failures or high attrition rates.
The technology acceptance model (TAM) proposes that perceived ease of use and perceived usefulness predict applications usage. The study-in-progress investigated TAM for work-related tasks with the e-learning, and used TAM as a basis for hypothesizing the effects of such variables on the use of e-learning as the application. E-learning has become an increasingly popular learning approach in higher education institutions due to the rapid growth of Internet technologies in Malaysia. It has been integrated in many university programs, and is one of the new learning trends that challenge the banking concept of education (i.e. assumes that the instructor or teacher owns the knowledge and deposits it into the students who attend the class). E-learning is not intended to replace the traditional classroom setting, but to provide new opportunities for interaction and communication between students and instructor or teacher. This study focuses on the individual users' acceptance investigation for the e-learning in universities as an effective learning tool. It develops a technology usage model for the e-learning .The contributions of this study are three fold. First, this study may help identify whether learners or users would like to accept e-learning or vice versa. Second, this study will help to determine what are the factors that significant in explaining the intention towards e-learning. An attempt is made whether attitudinal belief such as perceived ease of use and perceived usefulness has relationship towards the e-learning adoption. Third, this study is among the first to use the technology acceptance model in the context of e-learning.
This paper examines students' perceptions of e-learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e-learning on campus. Students (n 5 150) lled in a questionnaire with closed as well as open-ended questions. The answers were analysed in a multiple regression analysis, putting the students' perceptions in relation to gender, age, previous knowledge of comput-ers, attitudes to new technology, learning styles and the way of implementing e-learning at the university. Advantages and disadvantages of e-learning were categorized in a qualita-tive content analysis. The main conclusion from the study was that the strategy of implementing the e-learning system at the university was more important in in uencing students' perceptions than the individual background variables. Students did not regard access to e-learning on campus as a bene t. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e-learning on campus than other students.
The primary questions addressed in this paper are the following: what are the factors that affect students’ adoption of an e-learning system and what are the relationships among these factors?
This paper investigates and identifies some of the major factors affecting students’ adoption of an e-learning system in a university in Jordan. E-learning adoption is approached from the information systems acceptance point of view. This suggests that a prior condition for learning effectively using e-learning systems is that students must actually use them. Thus, a greater knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a better understanding of student acceptance of e-learning systems. In turn, this will help and guide those who develop, implement, and deliver e-learning systems.
In this study, an extended version of the Technology Acceptance Model (TAM) was developed to investigate the underlying factors that influence students’ decisions to use an e-learning system. The TAM was populated using data gathered from a survey of 486 undergraduate students using the Moodle based e-learning system at the Arab Open University. The model was estimated using Structural Equation Modelling (SEM). A path model was developed to analyze the relationships between the factors to explain students’ adoption of the e-learning system. Whilst findings support existing literature about prior experience affecting perceptions, they also point to surprising group effects, which may merit future exploration.
This paper discusses the relevance of e-learning in the position of distance education in Nigeria. It commences by discussing the meaning of e-learning and distance education. It also discusses the historical background of distance education in Nigeria as well as the operations of National Open University of Nigeria (NOUN) as the first federal University in Nigeria dedicated to the provision of education through distance mode. Furthermore, the paper highlights the prospects and challenges of e-learning in the operation of National Open University of Nigeria.
The present study examined the relationship between alternative high school students’ attitudes toward computers and computer use over a four-month period. Students’ experience with computers was minimal at the onset of the study. Computers were used primarily for word processing, and computer use was tracked using an internal tracking system. Results revealed that girls’ attitudes toward computers improved over the course of the study while boys’ attitudes did not. However, there were no overall gender differences in actual computer use nor did computer use increase across the course of the study. Results also revealed that boys’ attitudes toward computers and actual computer use were relatively unrelated, while girls’ attitudes toward computers and actual computer use converged across the course of the study Finally, results revealed that boys’ attitudes and behaviors toward computers were relatively stable, with strong pretest/posttest correlations, while girls’ attitudes and behaviors were not stable. Results are discussed in terms of the different attitudes and behavioral expectancies boys and girls bring to their initial encounters with computer technology.
The 20-item Attitudes Toward Computer Usage Scale (ATCUS), which measures feelings or behaviors toward a variety of computer usage situations, was administered to 184 older adults and 235 young adults. It was hypothesized that the young adults would reveal more positive attitudes toward computers than would the older respondents. A stepwise multiple discriminant analysis revealed 11 ATCUS items that were significant discriminators between the two age groups. MANOVA results indicated significant differences on 17 of the 20 ATCUS items, with the older adults indicating a less favorable attitude toward the use of computers. Discussion focused on the need for familiarization with computers and the impact of exposure to computers on the independence of older adults.
