Exploring the Impact of Perceived Teaching Style on Behavioral Intention Toward E-Learning Systems

2012 ◽  
pp. 363-368
Keyword(s):  
Behavioral Intention ◽  
Teaching Style ◽  
Learning Systems ◽  
E Learning ◽  
The Impact

scholarly journals Students’ Satisfaction with e-Learning Systems During the COVID-19 Pandemic—An International Comparative Study

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
◽  
Seongcheol Kim
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Course Design ◽  
Teaching Style ◽  
Learning Systems ◽  
Educational Institutions ◽  
Design Quality ◽  
Related Factors ◽  
E Learning ◽  
Students Satisfaction

t In response to the global COVID-19 situation, quarantine measures have been implemented at the educational institutions around the world. This paper aims to determine the antecedent factors predicting the university students’ satisfaction with e-learning systems during the COVID-19 situation. We used structural equation modelling (SEM) and evaluated a conceptual model on the basis of a sample of university students from Finland (n = 131) and South Korea (n = 114). The SEM results showed that the COVID-19 related factors, i.e., COVID19 awareness, perceived challenges during COVID-19 and the educational institutions’ preparedness indirectly influence the satisfaction with e-learning systems. Moreover, we found a statistically significant moderating effect of course design quality, and instructor’s teaching style between the COVID-19 related factors and the satisfaction with e-learning systems. The implications of these results for the management of e‐learning systems are discussed.

scholarly journals Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

2019 ◽  
Vol 9 (5) ◽  
pp. 112
Author(s):  
Aamer Hanif ◽  
Ahmed Faisal Siddiqi ◽  
Zunera Jalil
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Ease Of Use ◽  
External Factors ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
University Education ◽  
Computer Experience ◽  
E Learning

Massive growth of technology based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. The study contributes to understanding such contributory factors from the viewpoint of a student by suggesting that these factors hold well in the Pakistani academia culture where sufficient relevant empirical evidence did not exist due to lack of prior studies.

scholarly journals Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

2016 ◽  
Vol 11 (2) ◽  
pp. 299 ◽  
Author(s):  
Ra'ed (Moh'd Taisir) Masa'deh ◽  
Ali Tarhini ◽  
Ashraf Bany Mohammed ◽  
Mahmoud Maqableh
Keyword(s):  
Social Influence ◽  
Learning Systems ◽  
Behavioural Intention ◽  
Equation Modeling ◽  
Positive Effects ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
E Learning ◽  
Facilitating Conditions ◽  
The Impact

<p>This study seeks to explore the factors that influence students’ usage behaviour of e-learning systems. Based on the strong theoretical foundation of the TAM, UTAM and using structural equation modeling (SEM) via AMOS 20.0, this research paper examines the impact of performance expectancy, effort expectancy, hedonic motivation, habit, social influence, and trust on student’s behavioural intention, which is later examined along with facilitating conditions on student’s usage behaviour of e-learning systems. Data was collected from students at two universities in Beirut (capital of Lebanon) using a cross-sectional questionnaire survey between January and March 2015. The results revealed direct positive effect of performance expectancy, hedonic motivation, habit, and trust on student’s behavioural intention to use e-learning explaining around 71% of overall behavioural intention. Meanwhile, behavioural intention and facilitating conditions accounted for 40% with strong positive effects on student’s usage behviour of e-learning systems. However, both effort expectancy and social influence did not impact student’s behavioural intention.</p>

scholarly journals Assessing the Impact of e-Learning Systems on Learners: A Survey Study in the KSA

2012 ◽  
Vol 47 ◽  
pp. 98-104 ◽  
Author(s):  
Salem Alkhalaf ◽  
Steve Drew ◽  
Thamer Alhussain
Keyword(s):  
Learning Systems ◽  
Survey Study ◽  
E Learning ◽  
The Impact

A model for assessing the impact of e-learning systems on employees’ satisfaction

2015 ◽  
Vol 53 ◽  
pp. 475-485 ◽  
Author(s):  
Nima Jafari Navimipour ◽  
Batool Zareie
Keyword(s):  
Learning Systems ◽  
Employees Satisfaction ◽  
E Learning ◽  
The Impact

The Internalization of Immersive Virtual Teaching Approach in Management Ethics and Corporate Governance Course at Sultan Idris Education University: A Panacea to Teaching and Learning Issues during COVID-19 Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 690-700
Author(s):  
Nooraisah Katmon Et.al
Keyword(s):  
Corporate Governance ◽  
Traditional Approach ◽  
Teaching Style ◽  
Teaching Approach ◽  
Learning Activities ◽  
Management Ethics ◽  
E Learning ◽  
Student’S Performance ◽  
Virtual Teaching ◽  
The Impact

Our study examines the impact of immersive virtual teaching style on student’s performance in Management Ethics and Corporate Governance course at Sultan Idris Education University, Malaysia. We perform learning activities in Management Ethics and Corporate Governance course using (1) Interactive Teaching Video (2) Edutainment Video (3) Massive Open Online Course & Facebook Group (4) Kahoot, as well as (5) Outside learning activities. We acknowledge that an issues on student’s engagement and performance are always become the center of attraction for many practitioners of e-learning, especially during COVID-19 pandemic where school and universities need to be closed and e-learning is taking over all of the traditional face to face classroom method. We therefore, intend to compare the performance of students that have been taught using (i) traditional approach of “chalk and talk” in Management Ethics and Corporate Governance course and (ii) Immersive Virtual Teaching approach where blended learning is widely executed in delivering and conveying the knowledge to the students. Our sample comprises of 71 students in Semester A171 and 134 Students in Semester A172, where in Semester A171 sample, students were exposed with traditional “chalk & talk” teaching approach, while in the Semester A172, an Immersive Virtual learning approach has been employed. Our result exhibit that the student’s performance in Semester A172 is significantly higher in the various assessment evaluation that had been conducted when compared to the performance of the students in Semester A171. We also document that the utilization of Immersive Virtual Teaching approach increases student’s engagement, improve student’s motivation and boost up student’s excitement to learn more about the course. 

scholarly journals An Assessment of E-Learning System for Instructors and Students of Panpacific University

2018 ◽  
Vol 1 (1) ◽  
pp. 63-70
Author(s):  
Jane M. Fernandez ◽  
Gina Lee M. Santos ◽  
Wennielyn C. Javier
Keyword(s):  
Student Learning ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
The Impact ◽  
Computer Studies ◽  
Positive Effect

Through teaching innovations, E-learning play a vital role in education. The researcher attests by determining the e-learning systems influence on students and instructors. In order to know the perceptions of the students and Instructors the researcher conducted a survey regarding their current experiences. The main purpose of the study was to investigate the impact of elearning used by the School of Computer Studies at Panpacific University. This study will detail the e-learning impacts which had on Instructors and Student participant’s performance about the level of user satisfaction and productivity, utilization and problems encountered. The study found out that the use of e-learning systems shows a positive effect on student learning. Instructors utilized e-learning system as presentation and preparation tool in teaching and learning. Most instructors positively confirm that e-learning supports teaching and learning effectively implemented.

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