Acceptance Of Online Learning Research Articles

ADAPTATION OF STUDENTS’ ACCEPTANCE OF ONLINE LEARNING SCALE INTO TURKISH: VALIDITY AND RELIABILITY STUDY

Online learning has been conducted in recent years, especially during crises. There have been some studies to increase its effectiveness. Acceptance of online learning is important and affects learners’ comfort and their future use. The purpose of this study was to adopt the acceptance of online learning scale into Turkish culture which was developed to determine students’ acceptance of online learning in a developing country Survey model was adapted in this study, and data were collected from 384 participants studying in a public university. Confirmatory Factor Analysis (CFA) was performed to check the validity of the scale and Cronbach’s alpha coefficient was calculated to assess the reliability of the adapted scale. Five-factor structure of the scale was confirmed, and multiple goodness-of-fit indices, X2/sd, CFI, RMSEA, SRMR, GFI, and TLI/NNFI were in the range of acceptance levels in the literature. The calculated Cronbach’s Alpha values ranged between .81 and .94 in the total and sub-factors, which were above the recommended value in the literature. The adapted scale could be used by researchers and educators to detect the acceptance of online learning at different intervals.

Developing Questionnaires for the Technology Acceptance Model (TAM): A Study on the Teachers’ Acceptance of Using Online Education

Since the Movement Control Order (MCO) in 2020, Malaysia's Ministry of Education (MOE) has recommended online learning sessions. Traditional teaching methods need to be replaced with more modern approaches. This change allows students to participate in distance learning, making online learning more widely accepted in education. However, the challenges of online communication have intensified due to the pandemic. Some teachers may find the complexity of online platforms an obstacle and may use this as an excuse to avoid using technology. Another issue is the lack of computer proficiency, which can create a fear of technology. Additionally, the convenience of learning from any location at any time should be considered. Previous studies have shown that user motivation plays a crucial role in accepting technology. This study aims to develop an instrument that measures teachers’ acceptance of online learning based on the Technology Acceptance Model (TAM). The article will focus on developing a questionnaire to assess the following variables: teacher’s Perceived Usefulness, Perceived Convenience, Perceived Ease of Use, Attitude, Intention to Use, and Usage Behaviour in accepting technology. The study used a quantitative approach. The pilot test was conducted on the instrument for 40 secondary school teachers in Perak. The data were analysed both descriptively and inferentially. The reliability and validity results were significant and are expected to aid future researchers in developing better assessment tools. Keywords: Instrument development, questionnaire, Technology Acceptance Model, teachers’ acceptance, online education.

Lessons from business education's online transition: A Saudi Arabian case study

We survey business school faculty and students from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. This study leverages the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to explore the factors influencing faculty and student willingness and acceptance of online learning as we move to a post-COVID-19 new normal. We use partial least square structural equation modeling to examine the factors that impact faculty and student satisfaction and their behavioral intention to the continued use of online learning in the future. The results of the study indicate that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy) then they are more open to consider online teaching and using digital tools even after the pandemic. Further analysis, however, indicates that as faculty perceive a greater loss of control in the classroom, they are less likely to consider teaching/learning online courses and using digital tools in the future. Like faculty, students value online learning when they perceive it helps improve their learning and performance (performance expectancy) and find that e-learning tools are easy to use (effort expectancy) but in contrast to faculty, image, and peer pressure (Social influence) also plays an important role in their acceptance of online learning. Additionally, the changing classroom dynamics, specifically the professor-student power equation under online teaching, is less of a concern for students as compared to faculty.

Online learning acceptance in higher education – Do we know everything?

Research on the acceptance of educational technologies in higher education has become a high priority in recent years, particularly in the context of COVID-19. Numerous articles have been published on the subject, building on basic technology adoption models to investigate the impact of a wide range of factors on adoption. The proliferation of variables frequently makes it challenging to interpret results and may generate confusion. In order to synthetize and organize this knowledge, the authors collected 143 variables from 47 systematically selected studies. Based on the results of an in-depth analysis of the content and effects of each variable, they developed a framework that helps provide insights into state-of-the-art research on technology acceptance in higher education. The results of their study not only summarize what they know so far but also point to gaps where new findings in the field are expected.

Students' Intentions to Use E-Learning during the Covid-19 Pandemic: An Extended Technological Accaptance Model (TAM) Approach

Online learning is a technology-based system, hence a process is required to ensure that students can embarace the technology, as the success or failure of a technology is determined by how well the user accepts it. Therefore, understanding the factors that drive the use of online learning is essential. This study aims to contribute to the literature on online learning in higher education during the COVID-19 epidemic by investigating the relationship between self-awareness and student acceptance of online learning. Several hypotheses were constructed using the TAM Model to investigate the relationship between the TAM construct and self-awareness as an antecedent. This study employed structural equation modeling (SEM-PLS) to investigate how 390 students in East Jakarta used online learning. The findings of this study revealed that self-awareness had a significant effect on perceived usefulness, perceived ease of use, and attitude, but it had no direct impact on the intention to continue using e-learning. Students' attitudes were considerably influenced by perceived usefulness and perceived ease of use. Perceived usefulness was the most influential factor on student attitudes, and attitude was a strong predictor of intention to continue utilizing online learning. The proposed model accurately predicted attitudes and intentions to continue to use e-learning.

Factors Affecting Online Teaching and Learning among Chinese High School Students: Education Equality Perspectives

Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.

Online Learning Acceptance in Higher Education during Covid-19 Pandemic: An Indonesian Case Study

Online Learning Acceptance in Higher Education during Covid-19 Pandemic: An Indonesian Case Study

Challenges and Opportunity of Online Education for Home Science : A Comprehensive Review

Online education has become more prevalent across various fields of study, including Home Science. It is changing the existing traditional learning paradigms and offering educators, students, and institutions both challenges and opportunities. There are various challenges in online Home Science education. One of the major concerns is the practical nature of Home Science, which traditionally involves hands-on skills. Transitioning these hands-on activities to a virtual context poses a significant challenge. To ensure that students can effectively acquire and apply practical skills through online learning platforms is still an ongoing concern for educators. Traditional assessment methods that require in-person demonstrations and evaluations are demanding to develop innovative and reliable methods for assessing practical skills online. In the absence of face-to-face encounters, it might be difficult to nurture soft skills like effective communication, interpersonal skills, and empathy, which are essential to home science. Home Science education offers a range of opportunities. The COVID-19 epidemic enhanced the acceptance of online learning, notably in the field of home science. The use of digital tools by educators and institutions to maintain learning continuity helped them quickly adjust to remote instruction. Online platforms also support cross-cultural communication between students and teachers, encouraging the sharing of ideas and different points of view. Innovative technologies can be integrated into the digital environment, including virtual reality and augmented reality, which can improve the learning process by offering immersive simulations of real-world home science activities. Thus, this comprehensive review paper emphasizes the changing environment of online home science education. It highlights the difficulties in developing and evaluating practical abilities as well as the value of developing soft skills in a virtual world. However, it also acknowledges the advantages that come with online learning, such as improved resource accessibility, multicultural collaboration, and modern technology. Home Science has the ability to furnish people with empower life skills of individuals and foster domestic well-being. Thus, this comprehensive review paper emphasizes the changing environment of online home science education. It highlights the difficulties in developing and evaluating practical abilities as well as the value of developing soft skills in a virtual world. However, it also acknowledges the advantages that come with online learning, such as improved resource accessibility, multicultural collaboration, and modern technology. Home Science has the ability to furnish people with empower life skills of individuals and foster domestic well-being.

The Effect of Meta-Cognitive Skills Management And Skills Engagement On Cognitive Outcome Of Students During Online Learning In Selected Universities In Beijing, China

The fast development of technology has changed conventional educational systems and offers possibilities and problems for online learning settings. The COVID-19 epidemic has sped up the acceptance of online learning, which calls for a review of approaches to improve student engagement and cognitive outcomes. The effect of meta-cognitive skills management and skill engagement on cognitive outcomes during online learning in Beijing, China, universities are examined in this article using a cross-sectional survey comprising 400 students. The results show that meta-cognitive skills management and skills engagement significantly affect cognitive outcomes with skills engagement acting as a mediator. These findings highlight the need to develop meta-cognitive abilities and active participation to raise cognitive performance in online learning environments.

The Effect on Clinical Stress Levels of the Readiness and Acceptance Nursing Students Regarding the Online Learning Method Used in Professional Skills Practice

Objective: The study was conducted with the aim of determining the readiness and acceptance levels and the clinical stress levels of students of a faculty of nursing for online learning in before, during and after clinical practice.
 Material and method: The descriptive research was executed with 233 students enrolled in the Faculty of Nursing in Izmir, in the western part of Turkey. The data was collected by means of Student Descriptive Characteristics Form,the Online Learning Readiness Scale (OLRS), the Online Learning Acceptance Scale (OLAS) and the Clinical Stress Questionnairre (CSQ). Number-percentage distribution, test/Mann Whitney-U/Kruskal Wallis analysis, Friedman variance analysis were used in the evaluation of the relevant data.
 Results: The difference between the three different measurements of the OLRS and OLAS were examined, and a statistically significant difference was found between them (X2=14.52, p<0.05; X2=35.02; p<0.05). The difference between the three different CSQ measurements was examined, and a statistically significant difference was found between them (X2=37.68; p<0.05).
 Conclusion: In conclusion, it was determined and identified that the readiness of the students for online learning and their acceptance levels show increase in the recurrent measurements and their stress levels with clinical practice reduces.
 Bangladesh Journal of Medical Science Vol. 23 No. 01 January’24 Page : 95-101

Academic Use of Smartphones in Secondary Level Education in Bangladesh: A Non-Parametric Approach

This study aims to examine the use of smartphones for educational purposes and the acceptance of online learning among secondary students. To investigate the academic utilization of smartphones among secondary students in Bangladesh, a sample of 384 students from different districts of Bangladesh were surveyed. The survey was conducted using a selfadministered, semi-tailored computerized questionnaire. The collected data was analyzed using IBM SPSS statistics 26 and the Mann-Whitney U test. The findings indicate that male students used smartphones for educational purposes with greater confidence and less difficulty than female students. On the other hand, students in 8th to 10th grade classrooms reported a greater willingness to use smartphones for academic purposes, with urban students being more enthusiastic than their rural peers. The study’s findings have implications for the government, policymakers, educators, and non-governmental organizations (NGOs). They highlight the importance of ensuring equal access to resources and tools that support academic success, as well as addressing the adverse effects of excessive smartphone usage. In addition, the government and NGOs should prioritize the elimination of inequities between rural and urban areas and provide subsidies to rural students.

The Experiences and Challenges of Online Learning Technology for Teaching during the COVID-19 Pandemic among University Undergraduate Students

Online learning refers to teaching and learning process through asynchronous and real-time communication over the Internet and with multimedia. This study examines the perception and acceptance of online learning as an alternative way in teaching undergraduate courses at School of Technology Management and Logistics (STML) after COVID-19. It also aims at identifying factors that facilitate online learning and the challenges of online learning. To accomplish the aim, this study applied a quantitative approach, in which data were collected using an online survey involving 156 undergraduate students at STML. Results show a moderate high level of acceptance on online learning. In addition, it was found that among four main factors that facilitate online learning, Enthusiasm ranked the highest, followed by Satisfaction, Self-Efficacy, and Enhancement of Communication Skills. Besides, results also reveal that among the main challenges encountered by majority of the students, delivery speed of teaching and learning, students’ attitude, struggles and stress of online learning mode were the most common issues. Results yielded in this study add to the existing literature on the possibility of online learning as an alternative pedagogy in post COVID-19.

Perception and Acceptance of Risk for Online Learning: Digitalization

This study determines the acceptance of online learning by identify the intention applied online learning. The study identifies the perception of risk and acceptance of risk for intention to use online learning. A questionnaire was voluntarily completed by 452 undergraduate technical and vocational students, online education has been generally accepted during covid 19 pandemic. The finding from structural equation modelling analyses indicated that perception of risk positively influence intention to use online learning and acceptance of risk negatively influence online learning. Furthermore, it proves that online learning is convenience and student prefer to enroll in synchronous and asynchronous online, however the negative relationship between acceptance of risk for intention to use online learning indicate that. Unwillingness for physical class due to mobility and safety. The findings of this study are remarkable to understand the acceptance of online learning that leads to digital nation in future. Online learning had accelerated the speed of digitalization. Digital is convenience and create a flexibility. Furthermore, digitalization creates a trend worldwide and gain more popularity.

Exploring the acceptance of online learning among students in technical and non-technical programmes at a higher education institution

Exploring the acceptance of online learning among students in technical and non-technical programmes at a higher education institution

Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study.

The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.

A STUDY ON CHALLENGES IN ACCEPTABILITY OF ONLINE EXAMINATIONS WITH SPECIAL REFERENCE TO HIGHER EDUCATION

For online learning, the COVID-19 epidemic has created additional difficulties, such as the need for flexibility, self-control, and efficient time management. In this study college students' opinions on the acceptance, application, difficulties, and acceptability of online learning in higher education are investigated. Concerns from students have been expressed regarding the challenges of online learning and finishing assignments. Institutions of higher learning have put policies in place to assist students throughout the pandemic. Although online learning has the potential to enhance academic achievement, further research is necessary to determine how it affects student learning outcomes. The ability of users to adopt online learning depends on how well technology is used to encourage interaction and collaboration between students and instructors. This study looks at the difficulties that college students encounter when learning online, highlighting the value of student stability and resilience as well as studies on adoption obstacles, cloud computing, and technology

Covid-19 as a Black Swan. University Education Adaptation to Online Learning in the Second Wave of the Coronavirus Pandemic from the Perspective of Students and Academics

In 2020 and 2021, modern society faced a historically unprecedented situation in the field of education. Education systems worldwide underwent a massive transformation from conventional forms of face-to-face learning to distance learning alternatives. This forced transformation of teaching, triggered by the global COVID-19 pandemic, has been a major test of resilience and adaptability for universities and other academic institutions. This emergency situation, and the way it was handled, was the subject of empirical study by the University of Finance and Administration in the form of a questionnaire-based survey focused concurrently on students and academics during the 2020/2021 academic year, during what has been referred to as the second wave of the coronavirus pandemic. We observed the attitudes of students and academics, then broke these down to greater levels of detail through mutual confrontation in the areas of evaluating the quality of online education, the decreasing or increasing levels of interest in courses, the level of communication skills of educators, or their availability during online office hours. We also explored the key question of the role and significance of the absence of physical interactions that characterizes distance learning. The empirical data point to ambivalence in the perceptions of online learning in both populations studied. While, on the one hand, there are clear collective expressions of confidence in the communication skills of educators, partly in the overall quality of the online instruction they provide and partly in their willingness to continue to enhance it in subsequent semesters, on the other hand, the expectations of students were not fully met in certain subjects, which was marked by a palpable decline in interest. One criterion that was critical for the emotional acceptance of online learning is the absence of physical interaction and presence in the school environment. It would therefore appear that the ideal model for future education is a combination of full-time and distance learning that would combine their respective benefits, while eliminating their perceived shortcomings.

ELearning Acceptance and Adoption Challenges in Higher Education

Online learning and technology acceptance has become a highly significant subject in the field of information technology. The challenges of eLearning acceptance and adoption in higher education are complex and multifaceted: it is important to carefully consider the environmental, social, and economic implications of eLearning implementation and to work toward ensuring that eLearning programs are accessible, equitable, and sustainable over the long term. Many theories and models have been proposed over the years to explain individual usage and behavior and measure the degree of acceptance and satisfaction toward technology acceptance and online learning. This study reviews the challenges and limitations of online learning acceptance and adoption for the last ten years (2012–2022). Lack of technical support, awareness, institution readiness, quality online course content, and less information technology skill of faculty members in the early years present challenges. Further, self-efficacy, financial and technology factors, pedagogical learning, socio-economic evolution, digital competence and compatibility, and lack of technological infrastructure have significantly affected the adoption of eLearning in higher education institutions in recent years.

The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students

The outbreak of the COVID-19 pandemic necessitated the transition from in-person instruction to online education. Most students in Tunisia repudiated such sudden transfer. This study, then, probes into factors that impact the online learning experience during the pandemic. Hence, it investigates the effect of affective variables, namely personality traits, on learners' acceptance of online learning in the Tunisian EFL formal university context. Additionally, it scrutinizes the relationship between remote learning on the one hand and class level and gender on the other hand. The considered variables are gauged using a Likert-scale response format questionnaire. The subjects are 150 Tunisian EFL university students at the Higher Institute of Applied Studies in Humanities of Gafsa. The data analysis procedures used are the alpha internal consistency coefficient informing about the instrument's reliability and the Spearman Rho correlation, giving insight into the correlations among the study variables. The study found that personality represents a good predictor of learners' acceptance of distance learning. Regarding the class level, no significant correlation was found between this variable and acceptance of online learning. The same insignificant correlation was detected between gender and Internet-based learning. Hence, the study concludes that considering learners' differences is primordial in accounting for the success of EFL online courses.

Forced to study a second language online. The impact of COVID-19 pandemic on EFL students due to the abrupt change to online learning

The whole world witnessed changes triggered by the sudden COVID-19 pandemic, which caused serious disruptions in economic, social, and cultural dynamics everywhere. Higher education has also undeniably suffered from the challenges, and many college students worldwide have turned away from formal education and lost touch. One of the most significant changes has been in how the educational process has been delivered, moving from traditional on-site education to online education. This qualitative study examined EFL students at the Language Center of the Catholic University of Cuenca in Ecuador. This study aimed to explore students' perceptions of online learning during the COVID-19 pandemic. Specifically, it aimed to analyze students' perceptions regarding the tools used for online learning and the effectiveness of learning a second language online under forced learning conditions. To this end, a survey and questionnaire were used to collect data on the acceptance of online learning by students who had already experienced online learning mode. It also identified the factors that facilitated online learning and the challenges. The study's results provided information about the advantages and disadvantages of online education and recommendations for the continuity of EFL online learning.