Technology Anxiety and its Impact on E-Learning System Actual Use in Jordan Public Universities during the Coronavirus Disease Pandemic

Maha Ismail Alkhawaja,Asyraf Afthanorhan,Mutia Sobihah Abd Halim

doi:10.12973/eu-jer.10.4.1639

Abstract

<p style="text-align:justify">During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the Covid-19 pandemic, and the instructor's confidence must be increased by providing training and support.</p>

Highlights

Information and Communication Technology (ICT) plays a significant role in every sector and industry, including the educational sector
Technology anxiety items were adapted from Celik (2016), whereas actual use items were adapted from Bastola et al (2019) and Mohammadi (2015)
The result of the Exploratory Factor Analysis (EFA) procedure showed that the Cronbach's alpha to evaluate construct validity for self-efficacy is 0.891, for technology anxiety is 0.933 and for actual use is 0.880, which indicate that three constructs are reliable with Cronbach's alpha value above 0.7 (Bland & Altman, 1997)

Summary

Introduction

Information and Communication Technology (ICT) plays a significant role in every sector and industry, including the educational sector. The implementation of ICT in education is meant to benefit this sector with the valuable characteristics and innovation that ICT can improve the quality and the efficiency of the learning and teaching process (Alkhawaja et al, 2019). One fact of ICT that has come to the forefront is e-learning. The term “e-learning” has been used in diverse contexts. A diversity of tools and technologies is engaged in each learning environment, such as the internet, websites, e-learning systems, virtual classrooms, radio, or TV broadcasts. The main objective of the e-learning systems in general and higher education is to shrink the obstacles of time and location by allowing better access to the desired information (Ching-Ter et al, 2017). The value of e-learning has become evident in the Coronavirus disease (COVID-19) pandemic

Methods

Results

Discussion

Conclusion