Abstract
The technology acceptance model (TAM) can be used to study the success of Online Distance Learning (ODL) as a teaching and learning approach. ODL became the only tool available due to the Covid-19 pandemic, which disrupted the learning process in Malaysia and the world over. ODL took the place of traditional classrooms and created new chances for students and teachers to interact and communicate. This study investigates students' acceptance of ODL as an acceptable learning approach among undergraduates in Malaysia. This research makes three contributions. First, this research may aid in determining whether learners or users prefer ODL. Second, this research will aid in identifying the characteristics that significantly influence the intention to use ODL. Third, this research also provides insights into whether variables like perceived ease of use and perceived usefulness impact ODL acceptance as a learning tool. The findings reveal that ODL was not a popular choice of learning approach among students. Although students had a positive perception of ODL, the student's attitude and intention to use ODL for future learning were lacking.
Highlights
When the unprecedented Covid-19 pandemic hit the world in 2020, it threw the education system into disarray
The findings reveal that Online Distance Learning (ODL) was not a popular choice of learning approach among students
The main goal of this study is to report on how students perceive ODL as a learning approach by means of looking at the perceived usefulness and ease of use of ODL from the student perspective
Summary
When the unprecedented Covid-19 pandemic hit the world in 2020, it threw the education system into disarray. Education in Malaysia came to an abrupt standstill; schools, colleges, and universities were forced to make swift changes to adopt the somewhat choppy and unchartered waters of fully digitalised Open and Distance Learning (ODL). Even though colleges in Malaysia had already used online learning for students before the Covid-19 outbreak, totally digital ODL without any physical classes caught students and lecturers by surprise. Students had to figure out how to learn, use different platforms to take tests, and submit assignments. It is undeniable that pupils struggled to accept abrupt changes in learning, like shifting to a wholly digital environment. Students needed training on how best to use the tools and prepare themselves to learn in an online environment
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