EFL students' readiness for e-learning: Factors influencing e-learners' acceptance of the Blackboard in a Saudi university

<p><em>E-learning during covid-19 pandemic gives positive and negative effects on students’ psychology. One of the effects of E-Learning is students whose negative and positive perception towards the process of E-Learning. The objectives of the study are to know (1) The difference perception between male and female EFL post-graduate students of the use of online learning platforms? (2). Impacts psychologically of E-learning during Covid-19 to female and male EFL students in higher education. The method of the study is mixed research with the explanatory sequential design. The participants were 31 EFL postgraduate students in PGRI Indraprasta University. The data collection technique of the study was questionnaires with a Likert scale and an open interview. The data analysis technique of the study is an independent sample t-test with SPSS 22.0 version and collection, reduction, display, and conclusion. The results of the study are: (1) There is no significant difference perception between male and female EFL postgraduate students of the use of online learning platform because the significance value (0.695) which is bigger than 0.05. (2) E-learning during the Covid-19 pandemic did not give anxiety, fear, fatigue, and saturation to female and male EFL students in higher education. Implication of this research is University must develop LMS (Learning Management System) for teaching EFL students</em></p>

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The Application of E-learning in English Teaching at Dong Nai Technology University

International Journal of Progressive Sciences and Technologies ◽

10.52155/ijpsat.v25.1.2852 ◽

2021 ◽

Vol 25 (1) ◽

pp. 544

Author(s):

Lien Cam

Keyword(s):

Teaching And Learning ◽

Study Data ◽

Foreign Languages ◽

Efl Learners ◽

Learning Platform ◽

Learning Programs ◽

E Learning ◽

Efl Students ◽

Learning Platforms ◽

The University

Many colleges and universities in Vietnam have employed e-learning platforms in teaching English with the hope to better students’ English proficiency. Recently, e-learning programs such as DNTU-LMS and Canvas have been implemented at Dong Nai Technology University. With their features of flexibility and efficiency, they have been being used as crucial tools for teaching and learning in various faculties in the university especially during the widespread of Covid-19 pandemic. The present study aimed at identifying the views of the EFL learners from Faculty of Foreign Languages on the application of e-learning platform. A group of 100 EFL students was chosen randomly to participate in this study. Data was collected using questionnaire. After analyzing student’s responses, the results proved that the introduction of e-learning was effective. E-learning also stimulates students to learn English and brings them comfort and joy.

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ОБҐРУНТУВАННЯ ЕФЕКТИВНОСТІ ВИКОРИСТАННЯ E-LEARNING У СУЧАСНІЙ ВИЩІЙ МЕДИЧНІЙ ОСВІТІ

Medical Informatics and Engineering ◽

10.11603/mie.1996-1960.2015.3.5005 ◽

2015 ◽

Author(s):

O. A. Bagrii-Zayats

Keyword(s):

Western Countries ◽

Factors Influencing ◽

E Learning ◽

Main Factors ◽

Learning Development

The article is devoted to the consideration of the actual questions of e-learning development in both Ukraine and Western countries. The analysis of the contemporary stage of e-learning development has been made and the research of the main factors influencing on success and effectiveness of implementing in future has been conducted.

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E-Learning in the Hashemite University

Advanced Online Education and Training Technologies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7010-3.ch008 ◽

2019 ◽

pp. 135-145 ◽

Cited By ~ 1

Author(s):

Ahmad M. Al-Khasawneh ◽

Randa Obeidallah

Keyword(s):

Higher Education ◽

Diffusion Of Innovation ◽

Significant Relationship ◽

Teaching And Learning ◽

User Acceptance ◽

Factors Influencing ◽

Information And Communication ◽

E Learning ◽

Student Motivations ◽

Hashemite University

The development of information and communication technology (ICT) and e-learning has enhanced the process of teaching and learning in Jordanian higher education institutions particularly in the Hashemite University (HU). HU is considered one of the leading universities in adopting e-learning. The attitude toward ICT and e-learning is measured to understand how ICT and e-learning would be accepted through applying the diffusion of innovation (DOI) theory. The results showed a significant relationship between students' perception of technology characteristics and their attitude towards using the technology in the educational system. In this chapter, factors influencing user acceptance and adoption of ICT in Jordan on student motivations for the acceptance of technologies necessary for the delivery of e-learning activities are being handled.

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Learning Together

Encyclopedia of E-Leadership, Counseling and Training ◽

10.4018/978-1-61350-068-2.ch057 ◽

2012 ◽

pp. 782-796 ◽

Cited By ~ 1

Author(s):

Kathleen M. Kevany

Keyword(s):

Social Capital ◽

Distance Education ◽

Social Distance ◽

Peer To Peer ◽

E Learning ◽

Learning And Change ◽

Learning Factors ◽

Directed Distance ◽

Learning Together

Creatively fostering peer-to-peer (P2P) learning reduces the distance in distance education. E-learners become teachers and learners through animated, adult oriented, self-directed distance education. Ways to mitigate social distance are discussed as are ways to enhance social capital through P2P learning. Factors that increase success in P2P e-learning are unencumbered connectivity, adult oriented facilitation, increased criticality, and learning collaboratively. The dynamic roles of learners, facilitators, and administrators are articulated along with plans for future environments conducive to learning and change. The concept onisagogy, meaning “together learning” is introduced as an approach to accelerate learning, increase satisfaction, and reduce social distance.

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Interface Design

E-Learning QUICK Checklist ◽

10.4018/978-1-59140-812-3.ch006 ◽

2011 ◽

pp. 157-172

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

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Technological

E-Learning QUICK Checklist ◽

10.4018/978-1-59140-812-3.ch003 ◽

2011 ◽

pp. 71-85

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

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Investigating the Need for Computer Assisted Cooperative Learning to Improve Reading Skills Among Yemeni University EFL Students

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.2019070102 ◽

2019 ◽

Vol 9 (2) ◽

pp. 15-31 ◽

Cited By ~ 2

Author(s):

Amr Abdullatif Yassin ◽

Norizan Abdul Razak ◽

Nor Rizan Mohamad Maasum

Keyword(s):

Cooperative Learning ◽

Reading Skills ◽

Teaching Method ◽

Needs Analysis ◽

Computer Assisted ◽

Comprehension Skills ◽

E Learning ◽

Efl Students ◽

The University ◽

Reading Comprehension Skills

The aim of this needs analysis article was to investigate the students' needs for computer assisted cooperative learning (CACL) in studying reading skills. The needs analysis depends on present situation analysis (PSA). The result of the analysis showed that both professors and students use the internet for reading outside the university. Moreover, both professors and students showed that the students need CALL, cooperative learning in studying reading skills. There is a need, therefore, for implementing computer assisted cooperative learning in teaching reading comprehension skills because this is a new method for Yemeni students and it might help them to improve their reading skills as reading has not been improved among Yemeni university EFL students in the last two decades. More importantly, although Yemeni students have not experienced e-learning before, they are willing to accept CACL as a new teaching method.

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