A Further Understanding of the Dominant Factors Affecting E-learning Usage Resources by Students in Universities in the UAE

Rima Shishakly

doi:10.29333/ejmste/11234

Abstract

Universities benefit from the merging of classroom lecturing and the use of technological resources to provide an innovative environment for their students. E-learning resources facilitate the process of teaching and learning. Although students use these resources widely, their usage behaviours and the factors the dominate the instructor-students learning resources usage still need to be investigated further due to the fast growing technological changes and the advance features of e-learning, which affect the dominant prioritization and the significances of these factors. In order to facilitate this research, a research model was derived from the modified Technology Acceptance Model (TAM) in order to observe the factors that influence the instructors-students utilization of learning resources within universities in the United Arab Emirates (UAE). The research model was assessed based on an analysis of 520 students who participated in the study. Thus, it can be inferred that both peer influence and student’s capability to use technology have no relevant effect on perceived usefulness and students’ usage behaviour. However, instructor contributions, course content and design do indeed have a significant correlation with student usage behaviour. The findings from this research advance the understanding of the factors that have a more dominant influence on instructor-students learning resources usage in the context of UAE universities.

Highlights

IntroductionUniversities in the United Arab Emirates (UAE), using traditional lecturing, as well as e-learning systems such as ‘Moodle’ and ‘Blackboard’ to enhance the delivery content (such as PowerPoint slides), access to e-books and elibraries to support their learning processes, provide alternative tools to fit various abilities to learn, as well as upload information
Universities in the United Arab Emirates (UAE), using traditional lecturing, as well as e-learning systems such as ‘Moodle’ and ‘Blackboard’ to enhance the delivery content, access to e-books and elibraries to support their learning processes, provide alternative tools to fit various abilities to learn, as well as upload information
The purpose of the second test was to examine if each indication loaded highest on its respective construct, which in turn, was true, it can be concluded that discriminant validity was satisfactory

Summary

Introduction

Universities in the UAE, using traditional lecturing, as well as e-learning systems such as ‘Moodle’ and ‘Blackboard’ to enhance the delivery content (such as PowerPoint slides), access to e-books and elibraries to support their learning processes, provide alternative tools to fit various abilities to learn, as well as upload information. They facilitate e-submissions for assignments and projects, provide a place for online quizzes, and allow general downloading and uploading of information. It is agreed that these challenges can be attributed to management, technological, implementation, culture, technological, individual and course-related challenges These factors still need further investigation due to the rapid development of e-learning platform technology, and their integration within different countries. Few studies investigate e-learning usage in higher education across the UAE, this is why there is a need for this type of study in the UAE. Al-Hawari and Mouakket (2010) in their study in UAE universities, state that the factors affecting e-learning acceptance are: Design features, enjoyment, and students’ e‐satisfaction, which has a direct relationship with students’ e‐retention. Salloum (2018) agree that the perceived ease of use has a significant impact on perceived usefulness, attitudes, Shishakly / Dominant Factors Affecting E-learning Resources Usage in Universities in the UAE

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