scholarly journals Analysis of E-Learning Acceptance During Distance Learning Using Unified Theory Of Acceptance and Use of Technology (UTAUT)

2021 ◽  
Vol 8 (2) ◽  
pp. 465-479
Author(s):  
Rifqi Ramadhan Tussardi ◽  
Berlian Maulidya Izzati ◽  
Muhardi Saputra
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
User Acceptance ◽  
Unified Theory ◽  
Utaut Model ◽  
Organizational Infrastructure ◽  
Learning Platform ◽  
Use Of Technology ◽  
E Learning ◽  
The Impact

The new coronavirus disease that was first identified in Wuhan, China, is referred to as the 2019 coronavirus disease pandemic (COVID-19). The impact of this pandemic has affected various fields, one of which is education, and one of the consequences is the implementation of online teaching and learning processes. In this digital era, Telkom University is implementing CeLOE LMS as an E-Learning medium. CeLOE Learning Management System (LMS) is an online learning platform for regular and distance education study programs at Telkom University. For the application of CeLOE LMS, there has been no report that contains user acceptance of the use of CeLOE LMS that tested with an integrated model. Therefore, the solution offered by this research was to conduct an analysis to determine user acceptance of the application of the CeLOE LMS system by using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model at Telkom University to produce report that can be used as a basis for further decision making by Telkom University in managing its services as the UTAUT Model attempts to clarify the intentions of students to use an information system and the usage actions of students. From this research, it was found that the CeLOE LMS has been accepted and used by Telkom University students with all hypotheses accepted, Performance Expectancy as the variable with the greatest influence, and it needs improvements related to technical infrastructure, organizational infrastructure, and socialization of CeLOE LMS due to the influence of Facilitating Conditions variable was the lowest.

The Use of Modified Unified Theory of Acceptance and Use of Technology to Predict the Behavioural Intention Toward Website

2014 ◽  
Vol 568-570 ◽  
pp. 1586-1592 ◽  
Author(s):  
Indrawati
Keyword(s):  
Behavioral Intention ◽  
Educational Institution ◽  
Survey Method ◽  
Unified Theory ◽  
Key Factors ◽  
Utaut Model ◽  
Use Of Technology ◽  
Stake Holder ◽  
Facilitating Conditions ◽  
The Impact

The availability of website for an institution is very important, especially for an educational institution just like ABC University. The website can become a mean of communication from the institute to its stake holder: students, parents, industries, lecturers, administrators, and government or from the stakeholders to the institution. The availability of website is also important to increase the image of the institution, since there is university web ranking published by WeboMatrix. ABC University has already built its website and communicated, socialized as well the availability of its website to all students, lecturers, and administrator. So far the adoption of the websites by students, lecturers, and administrators especially by using the Modified Unified Theory of Acceptance and Use of Technology (UTAUT) model has not been explored. This lack of knowledge motivated the researcher to conduct this study. This study investigates the key factors that affect the behavioral intention and used behavior of customers toward the use of the website in ABC University Indonesia. The approach employed for this study is based on a modified unified theory of acceptance and use of technology (UTAUT) model. A survey method was employed to gather data from 310 respondents coming from the students, lecturers, administrator, and management. The collected data was analyzed using a quantitative investigation. The partial least squares (PLS) method was used to quantitatively evaluate the impact of the key constructs of the modified UTAUT model. This research clearly confirmed that modified UTAUT model which consists ofperformance expectancy, effort expectancy, social influence, facilitating conditions, andcontentcan be used to determinebehavioral intentionof consumers to use Website.

scholarly journals MENILAI NIAT PERILAKU MAHASISWA UNTUK MENGGUNAKAN ILIAS SEBAGAI PLATFORM PEMBELAJARAN DARING MENGGUNAKAN MODEL UTAUT2

2021 ◽  
Vol 4 (2) ◽  
pp. 173-183
Author(s):  
Sarmini Sarmini ◽  
Niken Lia Prihatiningtias Pambayun ◽  
Nilam Puspita Nurdewanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Information Quality ◽  
Unified Theory ◽  
Moderating Variables ◽  
Learning Platform ◽  
Use Of Technology ◽  
Online Lectures ◽  
E Learning ◽  
Variable Performance

The use of e-learning in the learning process at Amikom Purwokerto University has been implemented since early 2019 by utilizing the ILIAS e-learning platform. The problem that arises is whether students are satisfied and intend to continue using the ILIAS platform for the online learning process during the pandemic period and afterwards where there are still many obstacles experienced by students during online lectures. This study aims to assess the behavioral intention of Amikom Purwokerto University students to use ILIAS as an online learning platform by adopting the UTAUT2 (Unified Theory of Acceptance and Use of Technology 2) model. Based on the results of hypothesis testing, it shows that each variable has a significant effect and has a significant impact on the use of ILIAS, this is evidenced by each hypothesis being accepted with a t-value> 1.96. Based on the t-value, the variable Performance Expectancy, Facilitating Condition and Habit is the variable with the highest t-value among the other variables, namely (PE -> BI = 16.8709), (FC -> UB = 13.4742) and (HB - > UB = 12.6896). This shows that these three variables have a high significant influence and impact on the use of ILIAS. In further research, it may be possible to consider the use of moderating variables such as age, gender, experience, and so on or add other variables such as Security and Information Quality.

Embracing educational disruption: a case study in making the shift to a remote learning environment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Hugh John Leong ◽  
Wallace Wong
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Technological Support ◽  
Self Reports ◽  
E Learning ◽  
Professional Development Needs ◽  
The Impact

PurposeAs an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.Design/methodology/approachApproximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.FindingsThe findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,Research limitations/implicationsLike other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.Practical implicationsAlthough the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.Originality/valueIn light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

scholarly journals Use of smartphone application WhatsApp® as an e-learning method for residents teaching: a multicenter, controlled, randomized trial (Preprint)

2018 ◽  
Author(s):  
Thomas Clavier ◽  
Julie Ramen ◽  
Bertrand Dureuil ◽  
Benoit Veber ◽  
Jean-Luc Hanouz ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Online Teaching ◽  
Instant Messaging ◽  
Smartphone Application ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Learning Platform ◽  
E Learning ◽  
And Control ◽  
The Impact

BACKGROUND The WhatsApp® (WA) smartphone application is the most widely used instant messaging application in the world. Recent studies report the use of WA for educational purposes but there is no prospective study comparing WA's pedagogical effectiveness to any other teaching modality. The goal of this study was to evaluate this cross-platform messaging as a pedagogic tool for the teaching of residents. OBJECTIVE The main objective of this study was to evaluate the impact of WA on clinical reasoning. METHODS Prospective, randomized, multicenter study conducted among first and second year anesthesiology residents (online recruitment) from four university hospitals in France. Residents were randomized in two groups of online teaching (WA and control). The WA group benefited from daily delivery on the WA application of teaching documents and a weekly clinical case supervised by a senior physician. In the control group, residents had access to the same documents via a traditional computer e-learning platform. Medical reasoning was self-assessed online by script concordance test (SCT; primary parameter) and medical knowledge by multiple choice questions (MCQ). The residents completed an online satisfaction questionnaire. RESULTS In this study, 62 residents were randomized (32 in WA group, 30 in control group), 22 residents in each group answered the online final evaluation. We found a difference between WA and control groups for SCT (60 ± 9 % vs. 68 ± 11 %, respectively; P = .006) but no difference for MCQ (18 ± 4 /30 vs. 16 ± 4 /30, respectively; P = .22). Concerning satisfaction, there was a better global satisfaction rate in the WA group compared to control (9 ± 1 /10 vs. 8 ± 2 /10; P = .049). CONCLUSIONS In this study, the use of WA compared to traditional e-learning for resident teaching was associated with worse clinical reasoning despite better global appreciation. The use of WA probably contributes to the dispersion of attention linked to the use of the smartphone. The impact of smartphones on clinical reasoning should be further studied.

scholarly journals Determinant Factors Affecting the Web-based Training Acceptance by Health Students, Applying UTAUT Model

2017 ◽  
Vol 12 (10) ◽  
pp. 112 ◽  
Author(s):  
Asgar Sattari ◽  
Mohammadhiwa Abdekhoda ◽  
Vahideh Zarea Gavgani
Keyword(s):  
Technology Use ◽  
Training Methods ◽  
Cross Sectional Survey ◽  
Web Based ◽  
Utaut Model ◽  
Factors Influencing ◽  
Use Of Technology ◽  
E Learning ◽  
The Impact ◽  
The Web

Nowadays Web-based training (WBT) is the most advanced training methods. With the increasing use of modern methods of training in universities necessity of identification of the factors influencing the acceptance of web-based training becomes more obvious. This study examines the factors influencing the acceptance of web-based training by students. This study was cross-sectional survey and conducted from August to December 2016. As sample, 239 students of Tabriz University of Medical Sciences (TUOMS) were asked to participate in this study and fill the corresponding questionnaires. The unified theory of acceptance and use of technology (UTAUT) was applied to investigate and explain the acceptance of E-learning. The data were analyzed by SPSS v.16. Findings revealed that the web- based training acceptance was directly influenced by performance expectancy, effort expectancy, facilitated condition, and attitude toward technology, self-efficacy, and anxiety. In contrast the impact of the social influences hadn’t been observed on behavior indentation. The findings indicated that UTAUT model explains about 58% of the variance for adoption of WBT. The study not only provides an indicator of students’ acceptance of E-learning, but also recognizes the important factors that would contribute to its successful use. The simulating or disappointing factors effecting use of the E-learning systems in university have been understood in a well-organized way according to the received results. Decision makers should apply these conclusions to improve strategies to align users’ expectations with use of technology use learning.

scholarly journals A systematic review of theoretical constructs in CDS literature

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Siru Liu ◽  
Thomas J. Reese ◽  
Kensaku Kawamoto ◽  
Guilherme Del Fiol ◽  
Charlene Weir
Keyword(s):  
Healthcare Providers ◽  
Implementation Strategies ◽  
Clinical Decision ◽  
Unified Theory ◽  
Utaut Model ◽  
Randomized Controlled ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
The Impact ◽  
Motivational Control

Abstract Background Studies that examine the adoption of clinical decision support (CDS) by healthcare providers have generally lacked a theoretical underpinning. The Unified Theory of Acceptance and Use of Technology (UTAUT) model may provide such a theory-based explanation; however, it is unknown if the model can be applied to the CDS literature. Objective Our overall goal was to develop a taxonomy based on UTAUT constructs that could reliably characterize CDS interventions. Methods We used a two-step process: (1) identified randomized controlled trials meeting comparative effectiveness criteria, e.g., evaluating the impact of CDS interventions with and without specific features or implementation strategies; (2) iteratively developed and validated a taxonomy for characterizing differential CDS features or implementation strategies using three raters. Results Twenty-five studies with 48 comparison arms were identified. We applied three constructs from the UTAUT model and added motivational control to characterize CDS interventions. Inter-rater reliability was as follows for model constructs: performance expectancy (κ = 0.79), effort expectancy (κ = 0.85), social influence (κ = 0.71), and motivational control (κ = 0.87). Conclusion We found that constructs from the UTAUT model and motivational control can reliably characterize features and associated implementation strategies. Our next step is to examine the quantitative relationships between constructs and CDS adoption.

scholarly journals Impact of COVID-19 on Educational Sustainability. Initial Perceptions of the University Community of the University of Cádiz

2021 ◽  
Vol 13 (11) ◽  
pp. 5938
Author(s):  
María Alonso-García ◽  
Tamara María Garrido-Letrán ◽  
Alberto Sánchez-Alzola
Keyword(s):  
Evaluation System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Face To Face ◽  
Sustainable Education ◽  
E Learning ◽  
The Government ◽  
The University ◽  
The Impact

This research analyses the impact of COVID-19 on the Spanish university system during the period of home lockdown put in place by the government of Spain between 15 March and 21 June 2020. This period did not involve a change to online teaching. Instead, it involved emergency remote teaching, wherein the content of face-to-face teaching was taught through non-classroom training using media, devices and tools available at that time. The main objective of the paper is related to the perceptions of students and teachers on emergency remote teaching regarding the face-to-face model. We applied statistical techniques of descriptive and inferential analysis over a sample of 2778 students and 221 teaching staff from the University of Cádiz. We also analysed the methodologies used, as well as the acquisition of skills, competencies and knowledge by the students in this situation, in order to detect whether this type of action can achieve sustainable education. This term refers to education that is capable of maintaining the continuous quality of the training of each student, who should acquire the required knowledge and competences regardless of unforeseen events. However, according to the results of this research, the sudden transition to e-learning, based on available technological and computer-based methods, did not guarantee sustainable education or its quality. This study establishes different possibilities for improving non-face-to-face teaching in this kind of situation. The results show greatly concerning levels of training and evaluation, as well as worse acquisition of skills. Both teachers and students declared a preference for face-to-face teaching. This perception should prompt the educational authorities to solve the existing problems in e-learning education, improving the transition and guaranteeing the sustainability of non-face-to-face education. This research highlights the areas for improvement in e-learning education in the ongoing situation, the general uncertainty in the transition, the lack of communication and the completion of a fair evaluation system. The results show that the methods used in this period must be improved to achieve sustainable teaching and learning during a pandemic. The results also emphasize the uncertainty in the educational community about the entire process. This study will help the educational authorities to improve the change of paradigm in higher education in the future.

scholarly journals Analysis of User Acceptance of ERP System on After Sales Function Using Unified Theory of Acceptance and Use of Technology (UTAUT) Model

2020 ◽  
Vol 1 (1) ◽  
pp. 26-33
Author(s):  
Verina Risky Andwika ◽  
R. Wahjoe Witjaksono
Keyword(s):  
Social Influence ◽  
Significant Influence ◽  
Behavioral Intention ◽  
User Acceptance ◽  
Unified Theory ◽  
Utaut Model ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
Facilitating Conditions

Unified Theory of Acceptance and Use of Technology (UTAUT) is a model used to describe user behavior towards the acceptance of information technology. UTAUT is a development of eight previous leading theories. UTAUT has four constructs that can be a significant direct determinant of behavioral intention and use behavioral, ie performance expectancy, effort expectancy, social influence, and facilitating conditions. This model is then used to analyze user acceptance of Enterprise Resource Planning (ERP) at PT Wijaya Toyota Dago. ERP is a system that can help companies to integrate one process with another process, in order to achieve company goals. This research will explain about the relation of factors influencing acceptance and usage of ERP by using UTAUT model. This research is an explanative research with data analysis technique using PLS (Partial Least Square). Data obtained comes from respondents who are employees of After Sales function of PT Wijaya Toyota Dago, data obtained by way of distributing the questionnaire tertuup. The sample size in this study was 37 resondents and analyzed using SPSS and SmartPLS applications. The analysis results are as follows: (1) Variable Performance Expectancy (PE) has a positive and significant influence on Behavioral Intention (BI); (2) Variable Effort Expectancy (EE) has a positive and significant influence on Behavioral Intention (BI);(3) Social Influence Variables (SI) have a positive and significant influence on Behavioral Intention (BI); (4) Variable Facilitating Conditions (FC) has a positive and significant influence on Use Behavior; (5) Social Influence (SI) variable has positive but not significant influence on Behavioral Intention (BI).

scholarly journals Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius

2020 ◽  
Vol 9 (4) ◽  
pp. 833
Author(s):  
Parmeswar Ramkissoon ◽  
Louis Jinot Belle ◽  
Trishnee Bhurosy
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Technologies ◽  
Approaches To Teaching ◽  
Group Discussions ◽  
Online Teaching And Learning ◽  
Mixed Methods Approach ◽  
Learning Platform ◽  
E Learning

<p>With the advent of e-learning, advocates use the term interactivity instead of interaction among students, and between the teacher and the students. Many universities use Moodle for online teaching and learning. This paper explores the perceptions and experiences of students in three Higher Education Institutions (HEIs) in Mauritius. A mixed-methods approach was used, with an online survey questionnaire administered to 600 students and focus group discussions were conducted with 15 students from these institutions. It was found that 68.4% of respondents used WhatsApp compared to only 23.6% of them who used the e-learning platform, Moodle. There were no associations between the use or frequency of using WhatsApp or Facebook and the types of HEI to which the students belonged. Students preferred WhatsApp due to its facility for knowledge sharing and construction, its interactivity, its usability, respect for privacy and instant communication. From the findings, it is recommended that HEIs bring a shift in their approaches to teaching and learning from cognitivism to socio-constructivism, connectivism and heutagogy.</p>

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