scholarly journals Perceived Usefulness, Self-Efficacy, and Emotional Engagement: Does It Affect Student’s Satisfaction while using the Platform?

2021 ◽  
Vol 13 (1) ◽  
pp. 617-629
Author(s):  
Iffa Masruroh ◽  
Jun Surjanti ◽  
Ni’matush Sholikhah
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Perceived Usefulness ◽  
Emotional Engagement ◽  
Indirect Influence ◽  
Learning Platform ◽  
Saturated Sample ◽  
Learning Platforms

Many students are dissatisfied with using blended learning platforms. At the same time, student satisfaction with a blended learning platform can determine the quality of learning and learning outcomes. This study analyzed the direct and indirect influence between the user perception of a blended learning platform, self-efficacy, and emotional engagement on student satisfaction. This research includes quantitative research with a type of causality—grade XI students of IPS SMA 14 Negeri Surabaya as a population. A sample of 103 students was taken using saturated sample techniques. Data collection is obtained through interviews, questionnaires, and documentation. The data analysis used is path analysis. The results directly influenced perceptions of the usefulness of blended learning platforms, self-efficacy, and emotional engagement on student satisfaction. The indirect influence between the perception of usefulness of platform and self-efficacy to student satisfaction through emotional engagement.  

scholarly journals Factors Affecting Students’ Acceptance of Mobile Learning Application in Higher Education during COVID-19 Using ANN-SEM Modelling Technique

Electronics ◽  
2021 ◽  
Vol 10 (24) ◽  
pp. 3121
Author(s):  
Mohammed Amin Almaiah ◽  
Enas Musa Al-lozi ◽  
Ahmad Al-Khasawneh ◽  
Rima Shishakly ◽  
Mirna Nachouki
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Service Providers ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Modelling Technique ◽  
Distance Teaching ◽  
Perceived Ease Of Use ◽  
Learning Platform ◽  
Learning Platforms

Due to the COVID-19 pandemic, most universities around the world started to employ distance-learning tools. To cope with these emergency conditions, some universities in Jordan have developed “mobile learning platforms” as a new tool for distance teaching and learning for students. This experience in Jordan is still new and needs to be evaluated in order to identify its advantages and challenges. Therefore, this study aims to investigate students’ perceptions about mobile learning platforms as well as to identify the crucial factors that influence students’ use of mobile learning platforms. An online quantitative survey technique using Twitter was employed to collect the data. A two-staged ANN-SEM modelling technique was adopted to analyze the causal relationships among constructs in the research model. The results of the study indicate that content quality and service quality significantly influenced perceived usefulness of mobile learning platforms. In addition, perceived ease of use and perceived usefulness significantly influenced behavioral intention to use mobile learning platforms. The study findings provide useful suggestions for decision makers, service providers, developers, and designers in the ministry of education as to how to assess and enhance mobile learning platform quality and understanding of multidimensional factors for effectively using mobile learning platforms.

Influences of Demographic Information as Moderating Factors in Adoption of M-Learning

2012 ◽  
Vol 3 (1) ◽  
pp. 8-21 ◽  
Author(s):  
Elaheh Yadegaridehkordi ◽  
Noorminshah A. Iahad
Keyword(s):  
Technology Acceptance ◽  
Self Efficacy ◽  
Quantitative Research ◽  
New Technology ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Research Approach ◽  
Perceived Ease Of Use ◽  
Electronic Learning ◽  
Prior Use

In today’s world, interests of mobile devices for educational processes anytime and anywhere has been on the rise. However, adoption of this new technology by students is complicated. The purpose of this study is to examine the factors that influence the adoption of M-learning by students and to propose an appropriate model for its adoption. Three external variables, namely Perceived Mobility Value, Prior Use of Electronic Learning and Self-efficacy, were incorporated into the Technology Acceptance Model and tested in Universiti Teknologi Malaysia. Quantitative research approach was used to survey 350 students. Empirical data from multiple regression analyses indicates that Perceived Usefulness, Perceived Ease of use, Perceived Mobility Value, Prior Use of Electronic Learning, Self-efficacy, and Attitude toward using, can positively affect the adoption of M-learning. Results are explored further in this study

scholarly journals Sakai: A Mobile Learning Platform

2019 ◽  
Vol 13 (11) ◽  
pp. 95
Author(s):  
Corrienna Abdul Talib ◽  
Hassan Aliyu ◽  
Adi Maimun Abdul Malik ◽  
Kang Hooi Siang ◽  
Igor Novopashenny ◽  
...  
Keyword(s):  
Learning Style ◽  
Mobile Learning ◽  
Research Methodology ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Mobile Technologies ◽  
Electronic Learning ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.

scholarly journals Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

Acceptance and Satisfaction of Learning Management System Enabled Blended Learning Based on a Modified DeLone-McLean Information System Success Model

2018 ◽  
Vol 9 (3) ◽  
pp. 52-71 ◽  
Author(s):  
Samar Ghazal ◽  
Hanan Aldowah ◽  
Irfan Umar ◽  
Brandford Bervell
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Computer Anxiety ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
System Quality ◽  
Perceived Ease Of Use ◽  
Computer Self Efficacy

The utmost reason for this article is to present a detailed assessment of the salient antecedents(computer anxiety, technology related experience, computer self-efficacy, quality of service, quality of system, quality of system's output information, perceived usefulness and perceived ease of use) in determining students' approval and onward contentment towards using LMS in a blended learning environment. In view of this, the study employed a quantitative research design utilizing a questionnaire as the data collection instrument. Data was then obtained from 174 undergraduate students with Partial Least Squares Structural Equation Modelling (PLS-SEM) technique used for data analysis. The study revealed indicators such as perceived usefulness, the quality of the system and computer self efficacy as fundamental determinants of students' acceptance and satisfaction with blended learning. The study recommended among others that in order to achieve satisfaction and acceptance towards LMS usage for blended learning in higher education, institutions need to pay attention to these crucial variables prior to full implementation.

scholarly journals Virtual Learning Environment for Open Online Learning

2019 ◽  
pp. 460-465
Author(s):  
Estela Dauksiene ◽  
Margarita Tereseviciene ◽  
Airina Volungeviciene
Keyword(s):  
Quantitative Research ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Learners ◽  
Main Research ◽  
Learning Platform ◽  
Research Findings ◽  
Learning Platforms ◽  
Research Questions ◽  
Networked Society

Digital networked society is learning in various platforms, in different ways and at selected time and pace. What are the preferences of members of digital and networked society for the learning platforms? What resources should be used to better fulfil nowadays learner expectations? And how higher education institutions are preparing for that? These are the main research questions of this research. In order to answer the research questions, the theory analysis and quantitative research were performed. The results of the research findings of the preferred learning ways and requirements for virtual learning platform of the online learners who speak Lithuanian are discussed in the paper.

scholarly journals Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

scholarly journals Laboratory 3.0: Manufacturing technologies laboratory virtualization with a student-centred methodology

2017 ◽  
Vol 7 (2) ◽  
pp. 184
Author(s):  
Albert Fabregat-Sanjuan ◽  
Rosa Pàmies-Vilà ◽  
Francesc Ferrando Piera ◽  
Silvia De la Flor López
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Learning Strategy ◽  
Teaching Method ◽  
Positive Impact ◽  
Learning System ◽  
Learning Activities ◽  
Learning Platform ◽  
E Learning ◽  
Manufacturing Technologies

This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning platform has been used. This methodology ensured engaging classes at the same time that provided a useful live feedback for students and teachers. The virtualization of the laboratory was achieved by two different e-learning activities, self-assessment tasks and video clips. These e-learning tools have been used not only to improve the students’ learning but also to enhance their motivation. The results from academic outputs show a significant improvement after the new blended learning method is applied. Moreover, a student satisfaction survey shows the positive impact of the methodology on the students’ engagement and motivation.

scholarly journals Exploring Relationship among E-Learning Platforms, Technical System Quality and Perceived Students’ Satisfaction on Higher Educations’ System for E-Learning

2021 ◽  
Vol 14 (1) ◽  
pp. 16
Author(s):  
Leonnard Leonnard
Keyword(s):  
Student Satisfaction ◽  
Learning System ◽  
Technical System ◽  
System Quality ◽  
Chi Square ◽  
Learning Platform ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Learning Platforms ◽  
Students Satisfaction

Currently, most Indonesian universities have adopted an online academic management information system (AMIS) to provide academic and administrative service activities. This study aims to explore the relationship between the e-learning platforms and the technical system quality, and the perceived satisfaction of students. Data were collected using questionnaires distributed to 286 students of a university. The questionnaire showed that there is a difference in the e-learning tools, techniques, or platforms used by the students. The results of the chi-square test show that there is no significant relationship between e-learning platform and technical system quality and also perceived satisfaction of the students. That shows the platform choices do not affect students’ perception of quality and satisfaction. However, technical system quality is significantly related to perceived student satisfaction.  Therefore, the e-learning quality should be improved in line with the innovation of a learning system during the pandemic, so that students’ satisfaction in the learning involvement increase.

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