Abstract
Passive knowledge procurement in face-to-face learning is no longer the way education is imparted in higher education these days. Instead, new and developing Information and Communication Technologies (ICT) are emerging as a promising paradigm for creating a profound change in digitizing education. It facilitates active learning with the enhancement in its delivery and how students grasp it by representing the shift from traditional desktop-as-a-platform towards the network-as-a-platform model. This paper proposes an extended Technology Acceptance Model (TAM) with ICT-based teaching and learning platform. TAM is the fundamental model to understand user perceptions and behavior towards potential acceptance or rejection of the technology. A mixed research methodology is adopted, comprising a series of survey questionnaires, evaluation of results, and the undergraduate student’s performance in the collection of quantitative and qualitative data to measure the acceptance of the proposed research model. For the practical implication of the proposed research model, four groups of 300 students each or two programming courses: C++ and Java, were analyzed in two consecutive academic sessions in a controlled environment for lecture and laboratory classes. Series of statistical result analyses were performed and examined with hypothesized relationships to measure the desired outcome. It measures the impact on the following constructs: student interest, motivation, understanding, satisfaction, class attention and interaction, attendance, improve grades, and perception of pedagogical effect. Results show positive effects for identified research questions and hypotheses, helping students with the knowledge, understanding, and deep learning programming and debugging skills. The novelty of this research lies in extending the findings using real-time monitoring facilities to track student activities and progress, including frequency use and intention to use a technologically driven learning style. This study also addresses two main issues in existing literature (i) analyses and compares perspectives of both students and instructors (ii) determines and measures the impact and its acceptance of user perception and intention for the entire semester, not for a single point in time.
Highlights
Technology-led education has triggered learning beyond the traditional classroom
Information and communication technologies have emerged as a promising paradigm that represents the shift from the conventional desktop-as-a-platform towards a network-as-a-platform
The associate editor coordinating the review of this manuscript and approving it for publication was Claudia Raibulet
Summary
Technology-led education has triggered learning beyond the traditional classroom. In recent years, information and communication technologies have emerged as a promising paradigm that represents the shift from the conventional desktop-as-a-platform towards a network-as-a-platform. Gupta et al.: Adoption of ICT-Based Teaching in Engineering: An Extended TAM Perspective were made online Learning styles such as learner-centered teaching [2], [3] or teaching with audience response systems [4], active learning [5], [6], as opposed to the traditional way of understanding where the students just passively take the information, have numerous benefits. The real-time monitoring of student activities and progress provides an edge in technology-based learning, which is reported as one of the main concerns and limitations of existing systems. It offers necessary security, storage, and complier portability to assess various deliverables by students.
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