scholarly journals EFL Students’ Interpretations of E-Learning during COVID-19 using GETAMEL: Indonesian Higher Education Context

2021 ◽  
Vol 14 (2) ◽  
pp. 203-224
Author(s):  
Dedy Yulianto ◽  
Endang Setyaningsih ◽  
Sumardi Sumardi
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Learning Context ◽  
Negative Experiences ◽  
Use Of Technology ◽  
Global Pandemic ◽  
E Learning ◽  
Efl Students ◽  
Acceptance Model ◽  
Depth Interviews

While the use of e-learning has been around for decades, the global pandemic increased the number of investigations on e-learning exponentially. Earlier studies have given useful insights into the benefits/ impacts of e-learning. However, students’ acceptance of technology within the context of emergency EFL remote teaching is still under-researched. A qualitative study framed within the General Extended Technology Acceptance Model for E-Learning (GETAMEL) aims to shed light on the students’ acceptance of technology during pandemics based on their perceived experience. It reports the challenges, opportunities of e-learning, and projections on future use based on the current experience. To collect the data, a questionnaire consisting of open and closed questions was distributed to 89 participants. In-depth interviews were conducted with focal respondents after gaining their consent. The data were then analyzed using the interactive model of data analysis. This study reveals that regardless of the negative experiences and challenges in the use of technology in e-learning, the students held positive perspectives and saw opportunities to use technology during the COVID-19 pandemic. They projected their future practice using the technology. These indicate that the students well accept the use of technology in the e-learning context. The study concluded that using e-learning during a pandemic is the ideal way to continue learning. However, given the challenges that students face, some changes in the implementation of distance learning are still needed. Additional studies should address GETAMEL on EFL teachers in an Indonesian school, so we know about the acceptance of e-learning by in-service teachers.Keywords: COVID-19, EFL students, e-learning, GETAMEL, higher education

Computer Skills, Technostress, and Gender in Higher Education

2011 ◽  
pp. 122-128
Author(s):  
Sonya S. Gaither Shepherd
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Computer Software ◽  
Social Consequences ◽  
Use Of Technology ◽  
The People ◽  
Software And Hardware ◽  
And Gender ◽  
Acceptance Model ◽  
The Way

The creation of computer software and hardware, telecommunications, databases, and the Internet has affected society as a whole, and particularly higher education by giving people new productivity options and changing the way they work (Hulbert, 1998). In the so-called “information age” the increasing use of technology has become the driving force in the way people work, learn, and play (Drake, 2000). As this force evolves, the people using technology change also (Nelson, 1990). Adapting to technology is not simple. Some people tend to embrace change while others resist change (Wolski & Jackson, 1999). Before making a decision on whether to embrace technology or not, people may look at the practical and social consequences of accepting change. Therefore, the technology acceptance model, the accepting or resisting of technology is considered to be a form of reasoned behavior (Wolski & Jackson, 1999).

scholarly journals Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

2019 ◽  
Vol 14 (03) ◽  
pp. 4 ◽  
Author(s):  
Sami Saeed Binyamin ◽  
Malcolm Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Content Quality ◽  
Instructional Assessment ◽  
E Learning ◽  
Acceptance Model

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

scholarly journals Studies employing the unified theory of acceptance and use of technology (UTAUT) as a guideline for the research: Literature review of the Saudi context.

2020 ◽  
Vol 7 (4) ◽  
pp. 18-23
Author(s):  
Abdulrahman M. Alshabeb ◽  
Omran Alharbi ◽  
Riam K. Almaqrn ◽  
Haifa Abdullah Albazie
Keyword(s):  
Technology Acceptance ◽  
Research Literature ◽  
Learning Technologies ◽  
Unified Theory ◽  
Positive Effects ◽  
Use Of Technology ◽  
E Learning ◽  
Acceptance Model ◽  
Facilitating Conditions ◽  
Future Work

Theoretical framework models are widely employed by researchers because these models are able to provide an in-depth understanding of the phenomena under investigation. The models most commonly adopted by researchers in the field of e-learning are the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). This paper presents a review of studies that have included the UTAUT framework as a guideline for the research. More specifically, this paper concentrates on research that has been conducted in Saudi Arabia. The results of this review indicate that according to the review and an analysis of previous studies, facilitating conditions, performance expectancy and effort expectancy have positive effects on users’ intentions to integrate and adopt E-Learning technologies. Finally, this paper presents and highlights area for future work.

scholarly journals Investigating the Use and Acceptance of Technologies by Professors in a Higher Education Institution

2019 ◽  
Vol 9 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Carolina Costa ◽  
Helena Alvelos ◽  
Leonor Teixeira
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
Education Institution ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Learning Context ◽  
Higher Education Institution ◽  
Acceptance Model

This article analyses the use and acceptance of technologies by professors in the teaching and learning context in a higher education institution. In the empirical study, a questionnaire based on the technology acceptance model was applied. The results indicated that the most used technologies are Moodle, Facebook and YouTube and it was concluded that in general, those technologies are well accepted. Few statistically significant differences between respondents' gender, scientific areas or ages were found, revealing that the use of those technologies is already widespread in the studied institution. Results also showed that perceived usefulness and perceived ease of use are two important determinants of Moodle acceptance, and that the majority of respondents did not know the MOOC concept. This article is valuable for researchers in the area and for professors that want to implement the use technologies in the teaching and learning context.

Understanding the Moderating Effect of Usage Experience on the Antecedents and Consequences on Teachers' Technology Acceptance in Primary and Secondary Schools

2013 ◽  
Vol 411-414 ◽  
pp. 2873-2878
Author(s):  
Chien Liang Kuo ◽  
Yen Te Wu ◽  
Chiao Ling Hsu
Keyword(s):  
Secondary Schools ◽  
Technology Acceptance ◽  
Moderating Effect ◽  
Learning Context ◽  
Internal Factors ◽  
Behavior Intentions ◽  
E Learning ◽  
Antecedents And Consequences ◽  
Acceptance Model ◽  
And Behavior

The purpose of this study is to test the moderating effect of usage experience on antecedents and consequences to teachers’ intention of using mobile devices on e-learning context in primary and secondary schools. A survey (n=389) on teachers of elementary schools and junior high schools in Taiwan was conducted. According to the data, the simplified technology acceptance model (TAM), together with the proposed external and internal factors, performs well in determining teachers’ intention of technology acceptance under the given context. Our data also shows different relationships among antecedents, perceptions, and behavior intentions for teachers with more usage experience and those with less usage experience.

Utilitarian and Hedonic Motivations in the Acceptance of Web Casts in Higher Education

2011 ◽  
pp. 247-268
Author(s):  
Peter van Baalen ◽  
Jan van Dalen ◽  
Ruud Smit ◽  
Wouter Veenhof
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Streaming Video ◽  
Ease Of Use ◽  
Multimedia Presentations ◽  
Efficiency And Effectiveness ◽  
Learning Programs ◽  
E Learning ◽  
Acceptance Model ◽  
New Student

Today, many universities offer e-learning programs to reach new student markets and improve the efficiency and effectiveness of learning. A key component in e-learning programs are webcasts: condensed, live- and studio-recorded lectures made available, by streaming video technology, via the Web as multimedia presentations that combine videos, audio, lecture slides, and a table of contents (Day, 2008). Web lectures have the potential to become a vital technology in higher education as they enable students to take courses in a convenient and flexible way, at a time and place they prefer. The success of Web lectures in higher education depends to a large extent on the acceptance of the technology by students. To investigate these influencing factors we use the technology acceptance model (TAM), which has originally been developed by Davis, Bagozzi, and Warshaw (1992) and Davis and Venkatesh (1996) to explain the intention to make use of Information Technology. In this study, we are interested in the question what motivates students to use webcast? Most technology acceptance studies have focused on extrinsic (utilitarian) motives (increase in efficiency, ease of use and effectiveness, etc.) to explain the use of e-learning systems. However, recent research suggests that intrinsic (hedonic) motivations, like attractiveness and enjoyment play an important role as well.

scholarly journals Development and Validation of User Experience-Based E-Learning Acceptance Model for Sustainable Higher Education

2021 ◽  
Vol 13 (11) ◽  
pp. 6201
Author(s):  
Baqar Ali Zardari ◽  
Zahid Hussain ◽  
Aijaz Ahmed Arain ◽  
Wajid H. Rizvi ◽  
Muhammad Saleem Vighio
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Information Quality ◽  
Research Study ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Acceptance Model ◽  
Learning Portal

E-learning is a convenient way of learning through a portal. E-learning is being increasingly adopted in the world; however, the factors that influence the intention of users for accepting the e-learning technology have not been sufficiently explored, particularly in developing countries. Although many e-learning acceptance models do exist, the research on a user experience (UX)-based e-learning acceptance model is still lacking. As UX is one of the crucial factors for the acceptance of an e-learning portal, this research study aims to develop and validate a UX-based e-learning acceptance framework for sustainable higher education. In this connection, a web-based responsive e-learning portal for university students has been developed. The portal can be accessed from anywhere, at any time, and on any device, making the learning sustainable. The UX-based e-learning acceptance framework is developed by integrating the selected constructs of a widely accepted UX model, technology acceptance model (TAM), and four well-known constructs from various technology acceptance models. The constructs are appeal, pleasure, satisfaction, perceived ease of use, perceived usefulness, information quality, self-efficacy, social influence, benefits, and behavioral intention, which can predict the intentions of the students for acceptance of the e-learning portal. The data were collected from 650 university students using online and manual questionnaires. After data screening, 513 valid responses were further analyzed using structural equation modeling. According to the results, the framework fits the data well. The constructs satisfaction, perceived ease of use, perceived usefulness, information quality, self-efficacy, social influence, and benefits have a statistically significant effect on the behavioral intention of the students regarding the acceptance of the e-learning portal. The construct perceived ease of use has a statistical significant impact on perceived usefulness and pleasure. The construct appeal has a statistical significant impact on pleasure and satisfaction. Similarly, the construct pleasure has also a positive statistical significant impact on satisfaction. This research study contributes to the e-learning acceptance models by developing and validating the UX-based e-learning acceptance framework for sustainable higher education. The framework provides important insights for the acceptance of university based e-learning portals in the context of developing countries.

scholarly journals THE INFLUENCE OF UTAUT FACTORS ON E-RETENTION WITH E-SATISFACTION AS MEDIATING VARIABLE IN E-LEARNING

2018 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Fibria Indriati ◽  
Priyanka Agustina
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
New Technology ◽  
Unified Theory ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
E Learning ◽  
Acceptance Model ◽  
Facilitating Conditions

Factors on Unified Theory of Acceptance and Use of Technology (UTAUT) are factors derived from UTAUT technology acceptance model, which is used to describe the factors that influence the acceptance of individuals on the implementation of a new technology in the enterprise. This study aimed to analyze the influence of UTAUT factors on E-retention with E-satisfaction as mediating variable. This study uses a quantitative approach with the total samples. The results showed that: (1) Performance Expectancy influences E-retention significantly, (2) Effort Expectancy influences E-retention significantly, (3) Social Influence influences E-retention not significantly, (4) Facilitating Conditions influences E-retention significantly, (5) E-satisfaction influences E-retention significantly, and (6) UTAUT Factors influence E-retention with E-satisfaction as mediating variable. However, the bigger impact is shown through the influence of UTAUT Factors on E-retention directly without going through the E-satisfaction. 

scholarly journals An Empirical Study to Explore the Adoption of E-Learning Social Media Platform in Taiwan: An Integrated Conceptual Adoption Framework Based on Technology Acceptance Model and Technology Threat Avoidance Theory

2021 ◽  
Vol 13 (17) ◽  
pp. 9946
Author(s):  
Mei-Hui Peng ◽  
Hsin-Ginn Hwang
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning System ◽  
Equation Modeling ◽  
Research Framework ◽  
E Learning ◽  
Threat Avoidance ◽  
Acceptance Model

Currently, social media is ubiquitous and essential for social networking and content sharing. It is an effective platform for teaching and learning in higher education and provides a novel way to communicate between instructors and pupils. Thus, the purpose of this study was to present a research framework to examine students’ motivation to adopt an e-learning system with social medial platforms. This cross-sectional study used the questionnaire to collect data from the students in Taiwan. A framework has examined students’ motivation to adopt an e-learning system with social medial platforms based on the modified technology acceptance model (TAM) and technology threat avoidance theory (TTAT). The research framework was evaluated by structural equation modeling (SEM) and represented by Smart-PLS. A total of 262 valid responses were used for statistical analysis. The results recommended modified research model explains 77.0% of the variance of motivation to adopt (R2 = 0.77). The findings also supported perceived usefulness, perceived ease of use, perceived cost, perceived effectiveness, and self-efficacy significantly influenced students’ motivation to use. Results also indicated threat appraisal, perceived susceptibility, and perceived severity are not significant factors for predicting students’ motivation to adopt e-learning in higher education.

scholarly journals Analysis of Students Factors Influencing the Integration of E-Learning in Higher Education. Case Study:University of Tetovo

2018 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Gazmend Xhaferi ◽  
Rovena Bahiti ◽  
Arta Farizi
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Student Attitudes ◽  
Partial Least Square ◽  
Least Square ◽  
Tam Model ◽  
E Learning ◽  
Students Attitudes ◽  
Acceptance Model

E-Learning is an Important tool for delivery, interaction, and facilitation of both teaching and learning processes in higher education. The purpose of this paper is the investigation of students attitudes about the use of ICT and integration of e-learning at the University of Tetovo. This study also examines the factors contributing to students attitudes towards E-Learning as well as identifying the important factors to its successful integration. The conceptual research framework of e-learning integration, which is used in the analysis, is based on the technology acceptance model (TAM). The research developed an extended TAM model (Technology Acceptance Model for E-learning) for predicting the intention to integrate E-Learning using the constructs of the TAM. Statistical analysis was conducted to assess student attitudes towards integrationof e-learning, and to analyses the relationships between their attitudes and their demographic characteristics, Perception about ICT,ICT experience and ICT Competence that predict the integration of e-learning. Questionnaire was used to collect data from a sample of 314 undergraduate students from different program studies. Statistical techniques are used for the analyses of data. Factor analysis was used to validate the instrument, however; the partial least square method was used to test the model for the study, moreover; stepwise regression analysis were used to test the hypotheses of the study. The findings indicate that students have an important role in prediction of the integration of E-Learning in University of Tetovo. The reported findings might be of interest to institution, academics administrators, and decision-makers involved in planning, developing and implementation of e-learning in University of Tetovo and similar universities in developing countries.

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