Emergency remote learning acceptance among higher education students during COVID-19 pandemic

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the personal innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market

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Digital Transformation and Its Risks in Higher Education: Students' and Teachers' Attitude

Universal Journal of Educational Research ◽

10.13189/ujer.2020.082232 ◽

2020 ◽

Vol 8 (11B) ◽

pp. 5965-5971

Author(s):

O. V. Yureva ◽

L. A. Burganova ◽

O. Y. Kukushkina ◽

G. P. Myagkov ◽

D. V. Syradoev

Keyword(s):

Higher Education ◽

Digital Transformation ◽

Education Students

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Virtual Academic Advising in Challenging Times

The Impact Of COVID19 On The International Education System ◽

10.51432/978-1-8381524-0-6_14 ◽

2020 ◽

pp. 184-196

Author(s):

Georgina Argüello

Keyword(s):

Distance Education ◽

Learning Environment ◽

Academic Advising ◽

Colleges And Universities ◽

Academic Advisors ◽

Education Students ◽

Technology Tools ◽

New Learning ◽

Technology Applications ◽

Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

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Factors affecting the state anxiety level of higher education students in Macau: the impact of trait anxiety and self‐esteem

Assessment & Evaluation in Higher Education ◽

10.1080/02602930600760934 ◽

2006 ◽

Vol 31 (6) ◽

pp. 709-725 ◽

Cited By ~ 11

Author(s):

Cheung Hoi Yan

Keyword(s):

Higher Education ◽

Trait Anxiety ◽

State Anxiety ◽

Self Esteem ◽

The State ◽

Anxiety Level ◽

Education Students ◽

Factors Affecting ◽

The Impact

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The Use of New Learning Technologies in Higher Education Classroom: A Case Study

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v8i2.8146 ◽

2018 ◽

Vol 8 (2) ◽

pp. 115

Author(s):

Micaela Dinis Esteves ◽

Angela Pereira ◽

Nuno Veiga ◽

Rui Vasco ◽

Anabela Veiga

Keyword(s):

Higher Education ◽

Active Participation ◽

Learning Technologies ◽

Game Based Learning ◽

Education Students ◽

Learning Skills ◽

Learning Platform ◽

New Learning

We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

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Mobile learning acceptance and use in higher education during social distancing circumstances: an expansion and customization of UTAUT2

Online Information Review ◽

10.1108/oir-01-2021-0017 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Dan-Andrei Sitar-Taut ◽

Daniel Mican

Keyword(s):

Higher Education ◽

Peer Review ◽

Structural Equation ◽

Information Quality ◽

Equation Modeling ◽

Grade Point ◽

Content Type ◽

Factors Affecting ◽

Social Distancing ◽

Personal Innovativeness

PurposeThis paper investigates if the existing degree of students' acceptance and use of mobile or m-learning may face the online shift determined by SARS-CoV-2. Based on the extended unified theory of acceptance and use of technology (UTAUT2), a new comprehensive model, SD-UTAUT (social distancing-UTAUT), is developed to better understand relationships between the original constructs, plus personal innovativeness (PI) and information quality (IQ). It identifies the key factors affecting behavioral intention (BI) and use by examining the influence of revaluated hedonic motivation (HM) and learning value (LV) importance as mediators.Design/methodology/approachThe paper opted for an exploratory study involving 311 learners, using partial least squares structural equation modeling (PLS-SEM).FindingsSD-UTAUT can be a new m-learning model in higher education. It has high predictive power and confirmed 15 out of 16 hypotheses. The most powerful relationship is between performance expectancy (PE) and HM. IQ affected LV the most, since HM the behavioral use (BU). HM impacts the use behavior (UB) more than LV, but habit (HT) affects it the most.Research limitations/implicationsBecause of the pandemic context, output may lack generalizability and reproducibility.Practical implicationsTo improve usage, staff must provide better support, course creators emphasize the objectives and competencies and developers integrate innovation. The joy and pleasure of m-learning use may stimulate the LV through interesting and interactive content, like incorporating gamification.Originality/valueThe model set-up and circumstances are previously unseen. SD-UTAUT confirms ten new hypotheses and introduces the student's grade point average (GPA) as a moderator.Peer reviewThe peer review history for this article is available at https://publons.com/publon/10.1108/OIR-01-2021-0017

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Towards the global citizen: Utilising a competency framework to promote intercultural knowledge and skills in higher education students

Cross-Cultural Teaching and Learning for Home and International Students ◽

10.4324/9780203098035-17 ◽

2012 ◽

pp. 139-154

Keyword(s):

Higher Education ◽

Competency Framework ◽

Education Students ◽

Global Citizen ◽

Knowledge And Skills

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Toward Digital Citizenship: Examining Factors Affecting Participation and Involvement in the Internet Society among Higher Education Students

International Education Studies ◽

10.5539/ies.v8n12p203 ◽

2015 ◽

Vol 8 (12) ◽

pp. 203 ◽

Cited By ~ 13

Author(s):

Abdulrahman Al-Zahrani

Keyword(s):

Higher Education ◽

Technology Use ◽

Self Efficacy ◽

The Internet ◽

Digital Citizenship ◽

Computer Experience ◽

Education Students ◽

Factors Affecting ◽

Daily Average ◽

Computer Self Efficacy

<p class="apa">The current study aims to understand digital citizenship, based on the assumptions of Ribble (2014), by examining factors affecting participation and involvement in the Internet virtual societies among higher education students. A quantitative approach using a survey questionnaire was implemented. The participants were 174 students from the Faculty of Education at King Abdulaziz University in Saudi Arabia. The descriptive statistics show that the students generally have good levels of perceived Internet attitude, computer self-efficacy, and digital citizenship, especially in terms of respecting oneself and others online. The factors affecting digital citizenship are computer experience, daily average technology use, students’ attitudes toward the Internet, and computer self-efficacy. Students with higher levels of computer experience are more involved in activities related to educating oneself and connecting with others online compared with students with less experience. Further, students with higher levels of daily average technology use tend to protect themselves and others online more compared with students with lower levels of technology use. Moreover, higher levels of students’ Internet attitude and computer self-efficacy are associated with higher levels of respect for oneself and others, of educating oneself and others, and of total digital citizenship. Based on the current study findings, appropriate recommendations are proposed in terms of policy and practice.</p>

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College Bound?

10.4018/978-1-6684-3542-7.ch023 ◽

2022 ◽

pp. 458-473

Author(s):

Jacqueline Hawkins ◽

Kristi L. Santi ◽

Elizabeth P. McDaniel

Keyword(s):

Higher Education ◽

High School ◽

Students With Disabilities ◽

Inclusive Education ◽

Transition Process ◽

Education Students ◽

College Counselors ◽

Knowledge And Skills ◽

Disability Support ◽

Summary Of Performance

Increasing numbers of students with disabilities who have been included in high school have transitioned to college over the past several decades. While many of those students are eligible for accommodations in high school, fewer of those same students with disabilities request or receive accommodations in college. The purpose of this chapter is to present the need to begin the transition process early, present the self-knowledge and skills that students need to support their success, outline the language, laws, and culture of college that students must negotiate, and propose the use of the summary of performance as an initial solution to the challenge of transition. Inclusive education has done much to spur changes in higher education and disability support. The supports are available in higher education. Students need the knowledge and skills to access them, use them, and self-advocate with their college counselors and instructors to meet their goals.

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