scholarly journals Online learning platform during Covid-19 pandemic: An exploratory factor analysis on students’ attitude and perceived usefulness in media and communication education

2021 ◽  
Vol 1 (1) ◽  
pp. 7-15
Author(s):  
Hasmah Zanuddin ◽  
◽  
Nursyamira Shaid ◽  
Zulfadhli Halim
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
Technology Acceptance ◽  
Exploratory Factor Analysis ◽  
Undergraduate Students ◽  
Dominant Role ◽  
Perceived Usefulness ◽  
Learning Performance ◽  
Learning Platform ◽  
Media And Communication

Due to Covid-19 and Movement Control Order (MCO) policy, Malaysian Higher Learning institution has decided to shift the learning into online learning mode. In this research, we examined the readiness and attitude of the Media and Communication undergraduate students for online learning platform during pandemic. A total of 144 students’ responses and Technology Acceptance Model (TAM) were used as theoretical framework. Research data were analyzed using SPSS and exploratory factor analysis (EFA) was utilised to extract the prominent factors. Component based examined using eigenvalue, scree plot and rotation was done by varimax method. The items with 0.5 loading or greater were considered significant. The findings showed that Perceived Usefulness was determined by two significant indicators, i.e. enhancing effectiveness in learning and improving learning performance with factor loadings; .869 and .849 consecutively. Attitude factor loading, meanwhile, showed that two indicators played a dominant role; using online learning is a bad idea throughout the coursework and positive attitude towards online learning and usefulness towards study; .762 and .816. The attitude of the students displayed unhappiness using the online learning platform for the entire semester due to the limitation of face-to-face (F2F) lab classes such as studio-based learning. However, the students had no problem in understanding the online platform utilized.

scholarly journals The Factors Affecting Students’ Online Learning Outcomes during the COVID-19 Pandemic: A Bayesian Exploratory Factor Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Thi Tinh Thuong Pham ◽  
Hoang Anh Le ◽  
Doan Trang Do
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
Learning Outcomes ◽  
Exploratory Factor Analysis ◽  
Course Design ◽  
Perceived Usefulness ◽  
Learning System ◽  
World Health ◽  
Health Crisis ◽  
Factors Affecting

The COVID-19 pandemic, a public health crisis of worldwide importance, announced by the World Health Organization (WHO) in January 2020 as an outbreak, has made distance education through the E-learning system an urgent and irreplaceable requirement. The study assessed factors affecting students’ online learning outcomes during the COVID-19 pandemic through interviews with 404 students who were subjects of the survey using the convenience sampling method via questionnaires. The study utilized the reliability analysis through Cronbach’s Alpha and the Bayesian Exploratory Factor Analysis (BEFA). The evaluation results of the research scales showed that 28 observed variables were used to measure 7 research concepts. Test results of the hypotheses showed that students’ online learning outcomes are affected by 6 factors in the descending order, respectively, learner characteristics, perceived usefulness, course content, course design, ease of use, and faculty capacity.

scholarly journals Investigating University Characteristics on Personality Traits

2021 ◽  
Vol 9 (1) ◽  
pp. 58-64
Author(s):  
Kullanun Sripongpun ◽  
Nattanan Saksamrit ◽  
Watcharapong Intarawong ◽  
Pattama Suriyakul Na Ayudhya
Keyword(s):  
Factor Analysis ◽  
Personality Traits ◽  
Exploratory Factor Analysis ◽  
Undergraduate Students ◽  
Brand Personality ◽  
Jel Classification ◽  
Student Perspective ◽  
Personality Factor ◽  
The University ◽  
Study Participants

Objective - This study aims to extend the brand personality concept by applying this concept to the organization, i.e., the university. Methodology/Technique – A questionnaire was designed based on Aaker (1997)’s 5 dimensions of brand personality scale to collect the data. 400 Thai undergraduate students of Kasetsart University Chalermphrakiat Sakon Nakhon Province Campus participated in this study. Participants were first informed of the study description and instructed to think of a university as if it were a person and to rate on a five-point scale (1 = not at all descriptive, 5 = extremely descriptive). In the data analysis, descriptive statistics (mean and standard deviation) and exploratory factor analysis (EFA) were used. Finding – The results from the exploratory factor analysis (EFA) with a varimax rotation showed 5 factors of university personality. Factor 1 represents competence dimension having 10 items (successful, leader, technical, corporate, cool, hardworking, secure, spirited, confident and reliable). Factor 2 represents sophistication dimension which had 4 items (glamorous, good looking, smooth and upper class). Factor 3 represents ruggedness dimension which had 5 items (western, tough, masculine, rugged and outdoorsy). Factor 4 represents sincerity dimension which had 2 items (honest and sincere). The last factor was excitement dimension which had only 1 item, imaginative. Furthermore, according to student perspective, the majority of university personality dimensions of Kasetsart University Chalermphrakiat Sakon Nakhon Province Campus was ruggedness dimension. Novelty – Research examining the dimensions of organization personality is still scant. To fill the gap, the current study was conducted to demonstrate how the brand personality concept was applicable when the organization was viewed as a brand. Therefore, it is a preliminary step toward such direction to extend and apply the brand personality concept to a new different area. Type of Paper: Empirical. JEL Classification: M10, M19. Keywords: University Personality; University Characteristics; Personality Traits; Brand Personality Concept. Reference to this paper should be made as follows: Sripongpun, K; Saksamrit, N; Intarawong, W; Ayudhya, P.S.N. (2021). Investigating University Characteristics on Personality Traits, GATR Global J. Bus. Soc. Sci. Review, 9(1): 58 – 64. https://doi.org/10.35609/gjbssr.2021.9.1(7)

User Acceptance of eGovernment Services

2015 ◽  
pp. 1684-1697
Author(s):  
Serdar Yarlıkaş ◽  
İbrahim Arpacı ◽  
Gülgün Afacan
Keyword(s):  
Factor Analysis ◽  
Technology Acceptance ◽  
User Satisfaction ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Actual System ◽  
Public And Private ◽  
Content System ◽  
Acceptance Model

This chapter identifies user satisfaction levels of eGovernment services. Technology Acceptance Model (TAM) deals with the prediction of the acceptability of an information system. TAM posits that perceived usefulness and perceived ease of use determine an individual's adoption of a system with intention to use serving as a mediator of actual system usage. In this chapter, a modified version of the TAM is proposed to predict the acceptability of eGovernment services and to identify the modifications, which must be brought to the system in order to make it acceptable to users. In the chapter, one of the most used eGovernment projects, e-school, is investigated according to TAM. An Internet-based survey questionnaire was applied to identify factors that influence users' satisfaction from one of the eGovernment services in Turkey. The sample was 30 teachers, who are working in public and private schools. A factor analysis was conducted on the questionnaire items, and a regression analysis, dependent on the factor analysis, was performed to determine and evaluate the effects of the factors on user satisfaction. The authors found that five main factors have significant affect on the satisfaction of users related to the e-School system. These factors are utilitarian ease of use, system usefulness, system content, system usability, and ease of use. The authors contributed to existing literature by adding a new construct, which refers to utilitarian ease of use.

Considering the Fourth Quadrant Learning

2021 ◽  
pp. 209-237
Author(s):  
Goh Lay Huah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Fourth Quadrant ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face Instruction ◽  
Acceptance Model

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.

Developing and Validating a High School Version of the Robotics Motivated Strategies for Learning Questionnaire

2017 ◽  
Vol 7 (2) ◽  
pp. 20-34 ◽  
Author(s):  
Yuan Ten Huang ◽  
Eric Zhi-Feng Liu ◽  
Chun Hung Lin ◽  
Pey-Yan Liou
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Exploratory Factor Analysis ◽  
Cognitive Processes ◽  
The Self ◽  
Learning Performance ◽  
School Students ◽  
Considerable Research ◽  
The World

Robotics has become a crucial domain in technology education, helping students to improve their abilities in assembly and programming. Despite the considerable research that has gone into the learning performance associated with robotics, little work has been done on the cognitive processes involved in learning this subject. The purpose of this study was to develop an instrument (based on the theoretical framework of MSLQ), with which to evaluate the motivation of high school students to learn robotics and the strategies they employ. Fifty participants in the open category competition of the World Robot Olympiad 2010 completed the self-reported questionnaire (RMSLQ-HS). Thirteen factors and fifty one items were extracted using exploratory factor analysis. Implications for the educational application of robotics and research suggestions related to RMSLQ are also discussed.

scholarly journals Factors that Influence the Adoption of Postgraduate Online Courses

2018 ◽  
Vol 13 (12) ◽  
pp. 123 ◽  
Author(s):  
Domingos Santos Martinho ◽  
Eulália Maria Santos ◽  
Maria Isabel Miguel ◽  
Dina Sousa Cordeiro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Acceptance ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Structural Equations ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use

A research about factors that lead students to choose online courses, as well as the acceptance of these courses, can provide very relevant information for higher education institutions’ decision makers to amend these offers to students’ interests and needs. An investigation through questionnaire was developed involving students who attended online post-graduate courses. It was intended to know which factors affect students' decision to opt for postgraduate online courses. A model, based on the TAM (Technology Acceptance Model), was tested to find out what factors determine the intention to use online learning. The results shows that most respondents favour online courses and that their decision, when choosing this type of course, is mainly influenced by time management flexibility, avoiding going to school and the course curriculum interest. The test of the model, with structural equations, shows that attitude regarding online courses and perceived usefulness are factors that predict the intention to use. It was also concluded that the perceived ease of use induces a direct and indirect effect on the intention to use. The most significant results are consistent with published studies and can help the higher education institutions to define offer and communication strategies to reach a greater number of candidates for online learning.

scholarly journals Investigating Users’ Continued Usage Intentions of Online Learning Applications

Information ◽  
2019 ◽  
Vol 10 (6) ◽  
pp. 198 ◽  
Author(s):  
Zhi Ji ◽  
Zhenhua Yang ◽  
Jianguo Liu ◽  
Changrui Yu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Research Field ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Acceptance Model ◽  
Facilitating Conditions

Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.

scholarly journals Assessing Acceptance Toward Wiki Technology in the Context of Higher Education

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Panagiota Altanopoulou ◽  
Nikolaos Tselios
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Big Five Personality ◽  
Extended Model ◽  
Perceived Ease Of Use ◽  
Use Of Technology ◽  
Wiki Technology ◽  
Acceptance Model

<p class="3">This study investigated undergraduate students’ intention to use wiki technology. An extension of the Technology Acceptance Model (TAM) has been used by taking into account not only students’ wiki perceived utility and usability, but also Big Five personality characteristics and two other variables, social norms, and facilitating conditions, as proposed in the Unified Theory of Acceptance and Use of Technology (UTAUT). Students’ beliefs before (pre-wiki scenario) and after (post-wiki scenario) the actual use of the wiki system were investigated, with 85 and 86 participants respectively. The hypotheses were tested using partial least squares analysis. For the pre-wiki scenario, 8/15 hypotheses were confirmed and 11/15 for the post-wiki scenario. The relationship between perceived ease of use and perceived usefulness was found to be of the highest magnitude. The most notable difference across the two scenarios was that the relation between perceived ease of use and attitudes towards use was significant only in the first scenario. The results demonstrate that the proposed TAM-extended model could predict students’ wiki acceptance.</p>

Students Seeking Health-related Information over Internet

2017 ◽  
Vol 19 (2) ◽  
pp. 352-367 ◽  
Author(s):  
Asad Ahmad ◽  
Mohammed Naved Khan
Keyword(s):  
Factor Analysis ◽  
Technology Acceptance ◽  
Perceived Usefulness ◽  
Behavioural Intention ◽  
The Internet ◽  
Related Information ◽  
College Going ◽  
Internet Users ◽  
Health Related ◽  
Acceptance Model

The use of Internet to search information related to health has become a common phenomenon. This article investigates the seeking of health-related information of the college going students over the Internet. The researchers have tested the technology acceptance model (TAM) to determine the behavioural intention of the students to seek health-related information over the Internet. A self-administered questionnaire was distributed among the students who were involved in Internet use. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied to the responded data. The results showed that it is the perceived usefulness (PU) which has a direct impact on the behavioural intention of the Internet users to search health-related information over the Internet.

scholarly journals Aceptación y uso de los sistemas e-learning por estudiantes de Grado de Ecuador: El caso de una universidad estatal

2017 ◽  
Vol 13 (3) ◽  
pp. 548 ◽  
Author(s):  
Richard Ramirez-Anormaliza ◽  
Ferrán Sabaté ◽  
Xavier Llinàs-Audet ◽  
Oriol Lordan
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
State University ◽  
Perceived Ease Of Use ◽  
Validity And Reliability ◽  
E Learning

Purpose: The purpose of this research was to adapt the Technology Acceptance Model (TAM) to predict the use and intended use of e-learning systems among undergraduate students at a state university in Ecuador, with the intention of improving the understanding of those factors that could enhance the utilization of these systems and the implementation of policies to increase the benefits they bring to the process of teaching and learning.Design/methodology: The analysis has epistemological basis on the empirical-inductive, based on observation of perception. Based on the literature review on the evaluation and acceptance of e-learning systems, the model has been adapted to the case of Ecuador and a questionnaire with 52 items based on Likert scales was developed. The instrument was emailed to 600 undergraduate students from a state university in Ecuador, being 423 of them answered satisfactorily. We performed validity and reliability tests of structural equation model by partial least squares (PLS), with the support of statistical software SmartPLS.Contributions and results: The results indicate that all the hypotheses of TAM are met in the Ecuadorian context, when assessing the acceptance of e-learning systems among undergraduate students at a state university. The main contribution was to identify that the perceived enjoyment, social influence and computer self-efficacy have a direct effect on the two main constructs of TAM, perceived ease of use (PEOU) and perceived usefulness (PU). It was also found that satisfaction (S) is highly influenced by PU and S influences the use of e-learning systems, being the first a specific contribution of this study. Technical support showed no influence on the fundamental constructs of TAM.Limitations: The research was conducted to undergraduate students in one state Category B university of Ecuador, being the reality of this country more complex, as there are four categories with different characteristics. We haven’t considered neither age, gender, graduate students nor socioeconomic status, among other student characteristics that may affect the investigation.Practical implications: Identifying the factors that influence the acceptance and use of e-learning systems will help to create and improve teaching and learning environments for undergraduate students. Allowing exploiting the benefits of these technological tools more efficiently, adapting them to management policies of the institutions of higher education.Originality/value: This paper presents empirical data on the use and acceptance of e-learning systems for undergraduate students of a particular university in Ecuador. No similar studies are evident in the country and the model can be considered for future studies of national scope.

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