Analysis of factors affecting user acceptance of the implementation of ClassCraft E-Learning: Case studies faculty of information technology of Tarumanagara university

2015 ◽  
Author(s):  
Darius Andana Haris ◽  
Elvina Sugito
Keyword(s):  
Information Technology ◽  
Case Studies ◽  
User Acceptance ◽  
Factors Affecting ◽  
E Learning

scholarly journals FACTORS AFFECTING EFFICIENCY TEACHING AND E-LEARNING POLITICAL THEOR SUBJECTS AT THE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

2021 ◽  
Vol 50 (02) ◽  
Author(s):  
LÊ THANH HÒA ◽  
ĐẶNG THỊ MINH PHƯỢNG
Keyword(s):  
Information Technology ◽  
Political Theory ◽  
Ho Chi Minh City ◽  
The Political ◽  
Factors Affecting ◽  
On Demand ◽  
The World ◽  
E Learning ◽  
The Cost ◽  
Technology Teaching

Nowadays, with the explosive development of information technology, teaching and e-learning (DHTT) has become a new trend of the world. DHTT brings a lot of advantages, include minimizing the cost of study, travel, and organizing and managing classes; training anytime, anywhere, imparting knowledge quickly on demand; saving time in studying, being proactive and flexible; optimising content and systemising courses participation. However, for the political theory subjects, which are theory subjects and are evaluated as tedious and abstract, organization of DHTT is yet a small challenge. In order to effectively organising political theory subjects DHTT, it is of essence to have studies to determine the factors that affect this negatively. ...

Using the UTAUT, personal innovativeness and perceived financial cost to examine student’s intention to use E-learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kojo Kakra Twum ◽  
Daniel Ofori ◽  
Gabriel Keney ◽  
Bright Korang-Yeboah
Keyword(s):  
Information Technology ◽  
Developing Countries ◽  
Intention To Use ◽  
Financial Cost ◽  
Content Type ◽  
Factors Affecting ◽  
Personal Innovativeness ◽  
Performance Expectancy ◽  
E Learning ◽  
Practical Implications

Purpose This study aims to examine the factors affecting behavioural intention to use E-learning during the COVID-19 pandemic. The study applies the unified theory of acceptance and use of technology 2 (UTAUT2) to identify the factors that predict intention to use E-learning. Also, the study examines the effect of personal innovativeness in information technology and perceived financial cost on intention to use E-learning. Design/methodology/approach The study adopted a cross-sectional quantitative study design involving 617 university students. The data was collected through an online survey due to the COVID-19 restrictions. The proposed hypotheses were analysed using partial least squares structural equation modelling. Findings The study found that personal innovativeness in information technology, perceived financial cost, performance expectancy, hedonic motivation and social influence have a significant effect on the intention to use E-learning. Contrary to expectation, habits, effort expectancy and facilitating conditions did not predict intention to use E-learning. Research limitations/implications The study was conducted on university students and did not include other school-going students and working professionals. Also, the study sample was not drawn from many universities. The study used a quantitative approach. The use of a mixed-methods approach could provide deeper insights into the factors affecting the intention to use E-learning in developing countries. Practical implications The practical implications inform policymakers and educational institutions on how E-learning adoption can be enhanced. In this context, social influence, performance expectancy, hedonic motivation, personal innovativeness and perceived financial cost are identified as predictors of intention to use E-learning. This study has implications for the development of E-learning systems and the promotion of the use of E-learning in the context of developing countries. Originality/value The study is amongst the few studies from a developing economy to use the UTAUT2 model to examine students’ intention to use E-learning. The study proposes the inclusion of personal innovativeness in information technology and perceived financial cost as factors predicting intention to use E-learning. Again, the study adopts importance-performance matrix analysis to provide decisional areas where management may improve for successful E-learning acceptance and use.

Kesiapan Sekolah Menghadapi OSN Ekonomi SMA Di Kota Padang

2018 ◽  
Vol 8 (2) ◽  
pp. 60
Author(s):  
Yuhendri L.V
Keyword(s):  
Information Technology ◽  
Literature Review ◽  
Learning Technology ◽  
Scientific Journals ◽  
Research Results ◽  
Learning Challenges ◽  
E Learning

The development of information technology has spawned the innovation of learning technology, one of which is the application of E-learning that develops along the paradigm of learning changes. Implementation of E-learning in addition to providing benefits are also still faced with various problems that become challenges in the application of E-learning resulting in a variety of perceptions that develop in society. This article aims to describe the opportunities, challenges, and implementation of E-learning in Indonesia. This paper is a literature review by using relevant sources related to theoretical and empirical reviews of E-learning challenges, opportunities, and implementation. Sources of theoretical reviews use books, other documents on E-learning, while for empirical reviews using research results published in scientific journals.

Integrating E-Reading Into Traditional Classrooms Of Budding Engineers

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 458-462
Author(s):  
SABITHA ◽  
PREM CHANDRIKA
Keyword(s):  
Information Technology ◽  
Teaching Tool ◽  
Traditional Classrooms ◽  
Written Text ◽  
E Learning

The paper focuses on the need of E-Reading and integration of E-Reading into the classrooms with Information Technology Enabled Services (ITES).Computer has the potential to become the amazing teaching tool. Besides the written text the technical way of learning has quality, rhythm, tenor and pitch. These parameters vary as per the moods of the teacher in the traditional classrooms. But in the e-learning there is no mood swings to the inanimate objects like video or audio. So, it is the teachers’ ingenuity to select the suitable e-content to the students and make use of the instruments to the fullest extent for the benefit of the students. The ultimate goal of the teacher is to make the learners as independent readers.

e-Learning: Practices Among Undergraduates of a Medical College of Khyber Pakhtunkhwa

2020 ◽  
Keyword(s):  
Information Technology ◽  
Medical Students ◽  
Background Information ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Learning Practices ◽  
E Learning

Background: Information technology (IT) is a new way of teaching and learning. One of the promising media of information technology is e-Learning, which is used to enhance knowledge and skills among users. A student gains better and deep knowledge through a useful tool. This survey aimed to determine practices among medical students for e-Learning. Methods: This cross-sectional survey was conducted on 184 students amongst the 500 students currently enrolled in medical college. Data was collected using questionnaires and were analyzed through SPSS version 22. Chi-square was used for qualitative values. Results: Majority 90.80% (n=167) students were aware of e-Learning and were statistically high in first year students (p-value: 0.018). The student did not show statistically significant results for content learned through e-Learning with a p-value of 0.063. Different resources were used for e-Learning in which videos had the highest percentage (87.60%) and audios were used as the least resource for e-Learning (29.20%). Daily, 56% of the students use e-Learning for 1 hour or less and only 3% of the students used it for more than 4 hours. Conclusion: Majority of undergraduate medical students were aware of the use of e-Learning and most of them preferred e-Learning for their course work and studies showing a significant increase in understanding and use, compared to studies conducted earlier. Participants found e-Learning useful and effective tool in increasing knowledge and understanding of their subject. Keywords: e-Learning; Practices; Students.

scholarly journals Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

2021 ◽  
Vol 13 (10) ◽  
pp. 5471
Author(s):  
Chuan-Yu Mo ◽  
Te-Hsin Hsieh ◽  
Chien-Liang Lin ◽  
Yuan Qin Jin ◽  
Yu-Sheng Su
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Family Support ◽  
Technology Acceptance Model ◽  
Online Teaching ◽  
Ease Of Use ◽  
Critical Factors ◽  
Factors Affecting ◽  
E Learning ◽  
Acceptance Model

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

Case Studies and Information Technology in Civil Engineering Learning

2000 ◽  
Vol 126 (3) ◽  
pp. 125-132 ◽  
Author(s):  
Demos C. Angelides ◽  
Apostolos Poulopoulos ◽  
Ioannis Avgeris ◽  
Panayiotis Haralampous
Keyword(s):  
Information Technology ◽  
Case Studies ◽  
Civil Engineering

MOOC Arabic Language And Information Technology

2018 ◽  
Vol 2 (3) ◽  
pp. 26
Author(s):  
Bashasunnahar Puasa ◽  
Janudin Sardi ◽  
Ghazali Yusri Abd Rahman
Keyword(s):  
Information Technology ◽  
Communication Skills ◽  
Web Applications ◽  
Training Group ◽  
Arabic Language ◽  
Practical Training ◽  
Student Centered ◽  
Content Development ◽  
E Learning ◽  
Office Software

The MOOC of this course aims to train students to use information technology in the context of Arabic so that their communication skills can be improved. Students are exposed to the world of technology and its role in applying Arabic in the context of Arabic language content development. Students are taught to use computers and the internet through the activation of Arabic characters in various software such as office software, graphics, multimedia, web applications and e-learning. A student-centered teaching approach through active learning, practical training, group discussions, assignments, presentations and practical projects. All content is provided in the form of videos, notes and links to other sources. Each topic is reinforced with activities in the form of quizzes assisted by Web 2.0 applications. The interactive process for this course is through comments and conversation space that can improve communication skills.

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