scholarly journals The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

10.28945/4784 ◽  
2021 ◽  
Vol 20 ◽  
pp. 263-282
Author(s):  
Huma Akram ◽  
Sarfraz Aslam ◽  
Atif Saleem ◽  
Khalida Parveen
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Public Universities ◽  
Educational Leaders ◽  
Faculty Members ◽  
Ict Infrastructure ◽  
Acceptance Model

Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

scholarly journals Malay Epic and Historiography Literature Students’ Perception Towards Interactive Online Interaction

2019 ◽  
Vol 15 (5) ◽  
pp. 23
Author(s):  
Salmah J. N. Muhammad ◽  
Che N. C. Puteh ◽  
Normaliza Abd Rahim
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Online Interaction ◽  
Technology Usage ◽  
Online Questionnaire ◽  
New Knowledge ◽  
Acceptance Model

Technology is a need among modern community that ensures new knowledge and can be shared and utilized together. In teaching and learning, technology usage can be considered as a tool that can improve students’ cognitive, psychomotor and effective, also can interconnect with each other. Without technology, the learning world can be classified as a backward era. Therefore, through the interactive connection, learning can be more interesting and effective. Thus, the effectiveness of students’ needs will be measured either interactive connection that attracts students’ interest or vice-versa. Therefore, the objectives of the study are to determine the response towards online teaching interactive, also to analize and summarize UPM students online interactive connection by using the Technology Acceptance Model (TAM). This research applied online questionnaire by using the Monkey Survey website. About 94 Univeriti Putra Malaysia students from BBK 3311 Malay Epic and Historiography Literature course were choosen as research samples. The results of the study showed that majority of the samples are satisfied with the technology interactive method that had been introduced in this subject through Putramooc Malay Art platform. It is hoped that this research can help to identify the technology interactive connection through the most dominant multimedia and can be applied by the parties involved.

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.

Factors Affecting University Students' Use of Moodle

2017 ◽  
Vol 13 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Daniel Danso Essel ◽  
Osafo Apeanti Wilson
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Acceptance Model ◽  
The University

Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.

scholarly journals Assesment Online Learning System di Masa Pandemi COVID-19 Menggunakan Metode Technology Acceptance Model

Jurnal Teknik ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 112-122
Author(s):  
Yulius Hari ◽  
Darmanto ◽  
Budi Hermawan ◽  
Yonatan Widianto ◽  
Indra Budi Trisno
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Sudden Change ◽  
Learning System ◽  
Learning Activities ◽  
Acceptance Model ◽  
The Moment

In the situation of a pandemic novel COVID-19 throughout the world forced all changes in the order of activities that exist in society, one of which is in teaching and learning activities. As a solution to learning activities at the moment everything must be implemented online, both students and instructors are forced to adapt to the online learning system . This sudden change often causes problems related to learner's behavior. This study tries to observe student behavior towards learning activities that are forced to be done from home with the principle approach of the Technology Acceptance Model (TAM). The research respondents numbered 93 people and the elearning system tested was the use of learning media with whatsapp, LMS Moodle, zoom meeting and its combination. The results of this study can provide recommendations in distance learning in the future.

scholarly journals Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

2022 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Clever Ndebele ◽  
Munienge Mbodila
Keyword(s):  
South Africa ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Technology Use ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Historically Disadvantaged ◽  
Acceptance Model

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

scholarly journals TECHNOLOGY ACCEPTANCE MODEL UNTUK PENGGUNAAN E_LEARNING DI UNIVERSITAS NUSA NIPA MAUMERE

2020 ◽  
Vol 8 (1) ◽  
pp. 1-8
Author(s):  
Sentikom 2019
Keyword(s):  
Information Technology ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Behavioral Intentions ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Learning Material ◽  
Tertiary Institution ◽  
Acceptable Model ◽  
Acceptance Model

The application of information technology in a tertiary institution is seen as very important, in addition to being able to compete, the main objective is to support teaching and learning activities at the tertiary institution. Nusa Nipa University is one of the private universities that has implemented information technology, namely E_Campuz with one of the features contained in E_Campuz which is E_Learning. One of the characteristics of E_Learning is sharing of learning and information in this case allowing lecturers to share information related to lectures such as announcements, lecture assignments, discussions, lecture material, class agendas, etc., which can be seen or can be downloaded by students as learning material or as a discussion. The Technology Acceptance Model (TAM) developed by Davis (1989) is a successful and highly acceptable model for predicting acceptance of a newly applied technology where behavior using information technology begins with a perception of benefit (perceived of usefulness), perception of ease use information technology (ease of use), which influences attitudes toward use, as well as behavioral intentions. This research was conducted at the University of Nusa Nipa, by distributing questionnaires to 100 samples taken randomly in 18 Study Programs at UNIPA. This study aims to determine the factors - technology acceptance model (TAM), influence behavioral intentions of the use of elearning services.    

scholarly journals The Impact of Hofstede’s National Culture on Usage of Emails Among Academician in Malaysian Public Universities

2018 ◽  
Vol 7 (2.29) ◽  
pp. 990
Author(s):  
Anuar Shah Bali Mahomed ◽  
Michael G. Mcgrath ◽  
Bong Zhi Yuh
Keyword(s):  
Technology Acceptance ◽  
National Culture ◽  
Technology Acceptance Model ◽  
Public Universities ◽  
Negative Impact ◽  
Positive Impact ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Acceptance Model ◽  
The Impact

This research investigates the impact of Hoftstede’s National Culture which mediated by the Technology Acceptance Model (TAM) on usage of emails among academician in Malaysian public universities. Data was collected by using survey questionnaires among 146 academic staff from two public universities in Malaysia. Path analysis was conducted using SmartPLS 2.0 to assess the usage of emails model. Study found that power distance (PD), uncertainty avoidance (UA) and collectivism (C) have negative impact on perceived ease of use (PEOU) of usage of emails. Study further discovered that PD, and C have negative influence on perceived usefulness (PU) of usage of emails. In addition, study found that masculinity (M) has no noteworthy impact on both PEOU and PU of usage of emails. Moreover, long-term orientation (LT) and Indulgence (I) were found to have noteworthy positive relationship with PEOU and PU on usage of emails. On technology acceptance model (TAM), PEOU and PU were found to have noteworthy positive impact on usage of emails (U) while PEOU has a noteworthy positive impact PU of usage of emails. This paper discusses the implications of these findings for future academic research and practice.  

Social Media Acceptance and Usage by Business Communication Faculty

2018 ◽  
Vol 81 (3) ◽  
pp. 328-350 ◽  
Author(s):  
Kayla N. Sapkota ◽  
Jim Vander Putten
Keyword(s):  
Social Media ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Business Communication ◽  
Faculty Members ◽  
Professional Lives ◽  
Business Professionals ◽  
Course Syllabi ◽  
Curriculum Guidelines ◽  
Acceptance Model

Social media are an ubiquitous, technological phenomenon, permeating both personal and professional lives. Increasingly, business professionals use social media at work, yet it is often omitted from the business curriculum. This qualitative study investigated business communication faculty members’ perceptions and usage of social media in classroom and business contexts. Data were collected via interviews and course syllabi review. Interviews were transcribed and coded using an adapted technology acceptance model. Overall, participants accepted social media’s importance as a business tool but did not reach a consensus about its inclusion in the curriculum. Guidelines for addressing social media in the business communication classroom are presented.

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