scholarly journals Assessing the impact of e-learning system of higher education institution’s instructors and students

2019 ◽  
Vol 482 ◽  
pp. 012009 ◽  
Author(s):  
M A P Burac ◽  
J M Fernandez ◽  
M M A Cruz ◽  
J Dela Cruz
Keyword(s):  
Higher Education ◽  
Learning System ◽  
E Learning ◽  
The Impact

scholarly journals The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education

10.28945/4659 ◽  
2020 ◽  
Vol 19 ◽  
pp. 891-930
Author(s):  
Ahmed Alshehri ◽  
Malcolm J Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Technology Acceptance ◽  
Tertiary Education ◽  
Perceived Usefulness ◽  
Learning System ◽  
E Learning ◽  
Learning Management ◽  
Organisational Factors ◽  
The Impact

Aim/Purpose: This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management System (LMS) in Saudi higher education. Background: There is a dearth of academic research on Saudi higher education to examine the effects of usability factors on students use of LMSs, so significant issues have not yet been examined. Methodology: Based on survey data from 605 respondents, the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was employed to assess the model. Contribution: The findings of the study may help colleges and universities to gain insights into the best way to promote e-learning system perceived usefulness and acceptance among students. Findings: The results confirmed that the UTAUT parameters are valid and robust in the context of LMS in Saudi Arabia. The dimension of social influence emerged to significantly influence the students’ intention and usage behaviour. The performance expectancy was affected by information quality and the system interactivity whereas the effort expectancy was influenced by system navigation, system learnability, and instructional assessment. The usability feature of interactivity was also demonstrated to influence students’ willingness to use the system. Recommendations for Practitioners: University policymakers are expected to benefit from this research for e-learning system acceptance in an academic setting and eliminate any impediments to its implementation. University students will be able to identify the factors and motivations driving their adoption of the system. In particular, usability, social, and organisational factors that affect their use of an e-learning system would be better understood. Recommendation for Researchers: The study should aid the research community in technology acceptance and usability studies to determine the students’ perceptions and experiences towards e-learning usability, social, and organisational factors that influence their acceptance, specifically in a Saudi context where students have unique psychological and social characteristics. Administrators and designers could also better understand areas of improvement for usability issues and develop design solutions based on the findings of this study. Impact on Society: The suggestions have been offered in order to accelerate and increase the use of e-learning services in Saudi higher education. System designers and administrators should have a better insight into the user interface design, considering system-independent metrics that could enhance user acceptance of e-learning systems. Future Research: The study focused on the students’ perspective, a natural progression of this work is to involve other e-learning stakeholders (teachers and administrators). This could enrich the research by providing a better understanding of undisclosed issues, offering different views about the implementation and use of an e-learning system in Saudi Arabia.

scholarly journals Impact of E-learning factors on Students Satisfaction: Sohar University - a Case study

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Laila Al Maqbali ◽  
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Information Quality ◽  
Learning Systems ◽  
Learning System ◽  
System Usage ◽  
E Learning ◽  
System Success ◽  
Learning Factors ◽  
The Impact

Abstract Purpose of Study The study aimed to investigate the impact of quality remote e-learning factors on student satisfaction. Methodology The random sampling method was adopted through a questionnaire in an online survey. The survey used a questionnaire to collect data from 218 students who had experienced online learning. Statistical Package for Social Sciences (SPSS) was used to analyze and interpret the collected data. Findings The study revealed that there was an impact of Information Quality, Service Quality, and System Usage on System Success which in turn has an impact on student satisfaction. It is observed that the experience through the e-learning system determines improvement towards academic knowledge and expertise. Social Implications This study helps HEIs to understand the student’s perception of remote e-learning systems for future improvements. This study has provided insights into remote e-learning systems of higher education institutions in understanding the impact of the system used on student satisfaction. This will help them to improve the e-learning system. Practical Implications The study showed that most of the students opined that the Higher Education Institutions (HEIs) should keep improving their services as it is required to enhance the features and the facilities to increase student satisfaction. Originality No study has ever considered the three key factors which influence the system usage which in turn affects student satisfaction and this research dealt with that. Keywords: E-learning difficulties, Information Quality, System Quality, System Usage, System Success, Student Satisfaction.

Impact of Covid-19 Pandemic on Higher Education Sector in Yemen and Response Requirements

2021 ◽  
Vol 27 (1) ◽  
pp. 1-28
Author(s):  
Khalil Mohammed Al Khateeb ◽  
Ali Abdullah Al Awadhi
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Education Sector ◽  
Learning System ◽  
Teaching Staff ◽  
Learning Material ◽  
Content Analysis Method ◽  
E Learning ◽  
Fear And Anxiety ◽  
The Impact

This study aimed at identifying the impact of Covid-19 pandemic on higher education sector in Yemen and the requirements of fighting the consequences. To achieve this objective, the study followed the descriptive content analysis method. The population and sample of the study were (46) items selected from the literature. Major findings revealed consequences of Covid-19 included suspension of university study, death of some university staff, spread of fear and anxiety among academic community, administrative staff and students, inability of Yemeni universities to use an alternative e-learning system (due to the lack of institutional technology), lack of e-learning material, bad internet services and the spread of technological illiteracy among most of teaching staff and students. In light of these findings, the study is concluded with a set of recommendations as follows: the creation of a unified body under the supervision of the two parties in Sana'a and Aden to manage Covid-19 crisis; strengthening awareness of protection; supporting medical services; providing the staff of the Ministry of Higher Education with health insurance; building technological capacity of universities to overcome technology illiteracy; and developing e-learning.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Assessing the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of cloud-based e-learning systems in the COVID-19 era

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luyan Teng ◽  
Qinyi Tan ◽  
Ali Ehsani
Keyword(s):  
Cloud Computing ◽  
Learning System ◽  
Educational Institutions ◽  
Cultural Characteristics ◽  
Content Type ◽  
Learning Platform ◽  
E Learning ◽  
Training Courses ◽  
The Impact ◽  
The Relationship

PurposeOne of the most significant threats of COVID-19 in the world is the closure of universities, schools, training courses and even companies and organizations. In such a situation and with the free time that has arisen, this threat of education closure can become a golden opportunity for learning and progress in virtual education. E-learning uses information technology (IT) to distribute knowledge and information for training and education. Also, cloud computing is a technology utilized in the IT domain. It can be employed in performing e-learning. Therefore, the main goal of this study is to assess the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era.Design/methodology/approachCloud-based e-learning system (CELS) provides all e-learning requirements like software and hardware resources to promote conventional e-learning technologies. The CELS stands on several factors of diverse aspects that have been of high significance in CELS success. So, these systems must be checked to analyze their significance rate and successfully carry out their effectiveness. On the other hand, these days, the 2019 coronavirus disease (COVID-19) changes our daily lifestyles. Therefore, the present investigation provides a new model investigating the development and success of CELS in the COVID-19 era. Also, an online questionnaire was used to gather the data. The content validity of the questionnaire was obtained by applying the opinions of ten experts from e-learning specialists. The collected data are analyzed using LISREL and Smart PLS software.FindingsThe results from the path coefficient and the sample t-test have implied that skills and knowledge positively influence CELS in the COVID-19 era. In addition, the relationship between cultural characteristics and CELS in the COVID-19 era has been positive and significant. The relationship between the economic situations and the CELS in the COVID-19 era is positive and significant.Practical implicationsThe proposed model helps managers get a big picture of CELS necessities and more effectively in the COVID-19 era. This research has a unique impact on universities to develop an e-learning platform to facilitate the education process in the COVID-19 era. It provides guidelines for educational institutions to effectively implement the learning management system to facilitate students' education.Originality/valueCELS are getting increasingly essential to offer training courses more efficiently in educational institutions. Although the intersection between cloud computing and e-learning has increasingly grown in both practical and academic contexts, few studies on the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era. This paper explores the ignored but critically important subject of CELS. This paper's main contribution is to present a new and integrated model containing the essential aspects of the development and success of CELS in the COVID-19 era. The proposed framework comprises cultural characteristics, economic situations, skills and knowledge aspects simultaneously, as well as sub-criteria denoting each element.

A Blended Course to Teach Graphical Programming Using LabVIEW

2014 ◽  
pp. 330-340
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students’ self-assessment and certification test.

Is E-Learning a Pro-Active Response to, or Reaction to, Changes in Educational Policy and Patterns of Educational Demand?

2014 ◽  
pp. 253-267
Author(s):  
Allan M. Lawrence ◽  
Peter J. Short ◽  
Deborah Millar
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
Quality Factors ◽  
Student Work ◽  
Factors Affecting ◽  
Educational Demand ◽  
E Learning ◽  
The Impact

This chapter reviews and investigates the models and acceptability of E-Learning to the emerging students markets for Higher Education Institutions (HEIs) from the More Developed Countries (MDCs) and seeks to evaluate the differing models of delivery from a practical and a socio-economic perspective. The research also investigates the impact of the shifts in population growth and the subsequent impact upon the levels of demand from students in Less Developed Countries (LDCs) for higher education. In addition, the logistical and quality factors affecting E-Learning are evaluated, looking at the aspects of academic rigour, plagiarism, and the methods of managing the originality and authenticity of student work. Similarly, the research looks at the viability of situations where the education provider may never physically meet the students through the exclusive use of VLEs, and the possible credibility issues that this may present to institutional and awarding body reputations.

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