Adoption Of E-learning Systems Research Articles

The impact of e-learning system adoption on the practical skills of accounting students in Jordan

The study aimed to explore the effectiveness of the e-learning system in teaching scientific and humanities disciplines and its suitability to provide accounting students (specifically) in Jordanian universities with the practical skills necessary for the labor market. The qualitative approach was adopted for collecting, analyzing and testing data. The researchers designed an electronic questionnaire that was distributed to 3000 accounting students in 30 Jordanian universities for data collection. Only 762 questionnaires were retrieved and analyzed which formed the sample for the study. The descriptive analysis and linear regression test were used to analyze data and test hypotheses. The results showed that accounting students in Jordanian universities think that the e-learning system is ineffective in fulfilling the teaching requirements for humanities and scientific disciplines with the necessary skills to practice the profession after graduation. The adoption of e-learning systems in the teaching process of accounting majors leads to a decline in the practical skills of accounting students. The study recommended that Jordanian universities conduct a permanent and continuous evaluation of e-learning systems to ensure their effectiveness and efficiency in achieving the desired goals. Furthermore, Jordanian universities have to build effective review, evaluation and testing mechanisms for students’ skills through e -learning to ensure the required practical skills.

Learn from anywhere, anytime: Factors Influencing the adoption of E-learning System in Malaysian private university

E-learning utilization and implementation between many users is a significant challenge for many universities in both developed and developing nations. This study aims to examine the indirect effect of E-learning System Quality on the E-learning system adoption, through trust and self-efficacy. The data were collected via self- administered questionnaires, yielding 129 usable responses from the students of Manipal International University in Nilai, Malaysia. This study revealed that e-learning system quality has a positive effect in building the students’ trust and self-efficacy. The positive effect of trust and self-efficacy on e-learning system adoption were also confirmed. In addition, this study found the mediation effect of trust and self-efficacy in the relationship of the e-learning system quality and e-learning system adoption. The findings from this study are expected to benefit both practitioners, the tertiary education industry, specifically universities and colleges that interested to explore e-learning system and researchers that specialize in education study.

Undergraduate students' perception on e-learning systems during COVID-19 pandemic in Nigeria

Covid-19 has forced many educational institutions to adopt e-learning as an alternative to physical classroom learning. However, the concern of critical stakeholders in higher educational institutions on the adoption and usage of e-learning system, especially in the developing countries continue to increase recently, due to various challenges facing the sector. This study investigates perception of undergraduate students in University of Ilorin, Nigeria on use of e-learning systems during Covid-19 pandemic. Specifically, this study sought to identify factors that influence the use of e-learning systems, investigates the perception of students on the quality of e-learning systems used, assesses the attitude of their lecturers towards the use of the e-learning system during the pandemic. A three stage sampling techniques including purposive, random and proportionate were employed with a total number of 333 students as respondents using a quantitative research approach. The analysis of the data collected was done using descriptive statistics including mean. The results of the study revealed that e-learning system use among University of Ilorin students is high, but highly influenced by the decision of the school management to employ e-learning system as only approach for teaching during the pandemic. It further revealed that the perception of students on the quality of system used is high, while their lecturers' attitude towards the use of e-learning facilities is positive. The study concluded that adoption of e-learning system for continue education during Covid-19 pandemic was a success at the University of Ilorin. It however suggested a blended learning approach (virtual and face-to-face) and recommended more investment from educational stakeholders to sustain e-learning beyond Covid-19 period.

Adoption of E-learning systems: An integration of ISSM and constructivism theories in higher education

Based on constructivism theory and the Information System Success Model, this study suggests a research model that examines the factors that influence students' collaborative engagement and satisfaction in an e-learning system setting. This study intends to validate the theoretical concepts and the Information System Success Model (ISSM) on e-learning platforms for user satisfaction and collaborative activity in order to expand the adoption of e-learning systems in higher education. This research used a questionnaire as the primary data collection method to obtain information for the study from 300 responses from different students at the University of Bisha, who all use e-learning platforms. The results were achieved using structural equation modeling, a quantitative research technique (SEM-AMOS). All of the study's hypotheses were supported, according to the findings of the structural model and hypothesis testing. The outcomes of peer interaction (IP) and instructor interaction (IL) have a favorable impact on satisfaction and teamwork, which have a beneficial impact on the usage of e-learning in higher education. This is advantageous for sustainability as well as the adoption of e-learning systems. Finally, the study demonstrates that user happiness and collaborative involvement have a favorable impact on the utilization of e-learning systems. As a result, universities should promote e-learning as a long-term educational strategy.

Challenges of technology accessibility, computer self-efficacy, computer anxiety and cyberphobia in adoption of e-learning systems among students

Integration of emerging digital technology in academic learning is becoming prevalent in higher education. In the current educational environment, it is important to adopt new advanced technology that changes the way learning is processed in academic institutions. Students’ inaccessibility to technologies required in their class, as well as their lack of confidence in using technology, are, however, obstacles in their adoption of new technology for successful continuation of online learning or e-learning. Based on a systematic and extensive review of research in current literature, the study described in this paper investigated the factors that create challenges in students’ technology adoption for their academic learning. The literature reviewed included recent and relevant studies supported by the classical theories in this area. The finding shows that accessibility to the required technology, along with psychological factors such as computer self-efficacy and computer anxiety or cyberphobia, have an impact on students’ adoption of e-learning systems. This paper summarises the current state of relevant knowledge and suggests several strategies to address the challenges of these factors that create obstacles to achieving effective learning objectives in the e-learning environment. The study plans to provide a better understanding regarding students’ accessibility to advanced computer technology and the psychological factors that may affect their successful achievement in e-learning.

Finnish university students' satisfaction with e-learning outcomes during the COVID-19 pandemic

PurposeStudents' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.Design/methodology/approachThis paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.FindingsThe SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.Research limitations/implicationsThe results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.Originality/valueThis is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

E-Learning Readiness Assessment on Distance Learning

The adoption of E-learning systems has been associated with various challenges to the users, particularly the Higher Learning Institutions (HEI). During the Covid19 pandemic, the majority of the HEIs were subjected to lockdowns that resulted in the stimulation of using e-learning to deliver learning materials and perform assessments. This adoption of e-learning technologies has been associated with several challenges that span from the unfamiliarity of the technologies to the implementation or usage challenges. This study employed a qualitative research method which involved conducting interviews with the lecturers, students and ICT experts to gain an understanding of the key issues associated with the use of E-learning systems at Tanzanian HEIs. Among others, this study has identified the key distance learning alternatives, the challenges which are associated with the use of such techniques and the impacts of using e-learning on HEIs.

Influencing Factors Determine Students’Behavioural Intentions to Adopt an E-Learning System in Tertiary Institution

This study aims to investigate into the factor influencing tertiary institution adoption of e-learning systems. As a case study, the study included 3,77 undergraduate students from seven faculties at Abubakar Tafawa Balewa University in Bauchi, Nigeria, which made up the study's target population of 17,654 individuals. Consequently, the unified theory of acceptance and use of technology (UTAUT) model was developed using the multistage random sampling approach. The gathered data were examined utilising SmartPLSv3 SEM based on SPSSv23 for analysis. The study's results also showed that PE, EE, and FC significantly influenced students' BI to embrace e-learning systems. However, the effects of SI alone on students' behavioural intentions were not significant.

Exploring the Moderation Effects of Gender Differences and Self-Efficacy in the Adoption of E-Learning Systems

Exploring the Moderation Effects of Gender Differences and Self-Efficacy in the Adoption of E-Learning Systems

Investigating Factors Affecting Students’ Intention, Acceptance, Behavior and Adoption of e-Learning Systems during the Pandemic of Covid19: A Systematic Literature Review

Investigating Factors Affecting Students’ Intention, Acceptance, Behavior and Adoption of e-Learning Systems during the Pandemic of Covid19: A Systematic Literature Review

Social Networking Software as Instrument for Teaching and Learning in Nigerian Higher Educational Institutions

Social networking software (SNS), also known as social media, is increasingly becoming a veritable tool in the hands of educationists across contexts. When juxtaposed with the ever-growing population of the youths-students accustomed to high levels of ICT use in all contexts of their everyday lives, is giving impetus to the need to analyse the extent to which the deployment of SNS could impact on teaching and learning in higher educational institutions, most especially in the frontier countries, like Nigeria. It is on this premise this study examined the effects of self-efficacy in digital technology, peer-group influence and resource availability on the adoption of social networking software on teaching and learning systems in Nigerian higher educational institutions. Primary data were obtained through structured questionnaire randomly administered to elicit information on the identified constructs for the study from both the students and the academic staff. Data obtained were analysed with the aid of descriptive statistical tools to identify association between social networking software and teaching and learning systems of sampled educational institutions. The study encouraged policy makers, educational practitioners, and developers to provide enabling environment for a successful adoption of e-learning systems for the benefit of education systems in developing countries.

Assessing Student’s Adoption of E-Learning: An Integration of TAM and TPB Framework

Aim/Purpose: The purpose of this study is to assess the factors that have significant influences on students’ adoption of e-learning systems and to what extent these factors affect them. Background: E-learning has become an essential tool and makes it an inevitable option for education in the future. E-learning has received considerable attention in recent times as a global spread of the COVID-19 pandemic. Nevertheless, developing countries, including Vietnam, are facing many difficulties when adopting e-learning systems. Therefore, it is essential to comprehensively evaluate the factors that influence the intention of students to use e-learning to enhance the implementation process and also improve educational quality. Methodology: Initially, the authors synthesized a literature review from 112 related studies to complete the proposed research model including the combination of C-TAM-TPB model and external variables impacting students’ adoption of e-learning systems. After that, a sample of 172 students at FPT University Vietnam was collected to test the proposed model and explain students’ intentions. The dataset was investigated and analyzed with PLS-SEM using the SmartPLS 3.3.3 tool. Contribution: The study has made a significant contribution to the current literature by pro-posing an extended model between C-TAM-TPB and three external variables to provide a better understanding on students' behavioral intention to use e-learning. Furthermore, the research findings also provide useful guidelines for innovating and improving an effective e-learning system to advance student learning motivation in the educational environment. Findings: The findings demonstrate that Computer Self-efficacy and Perceived Accessibility have an important influence on Perceived Ease of Use by learners of an e-learning system. Furthermore, Perceived Enjoyment affects the Perceived Usefulness of e-learning systems. For the TAM, Perceived Usefulness and Perceived Ease of Use both have a positive impact on Attitude toward Use, and Attitude has a positive relationship with the Behavioral Intention of students. In addition, the factors from the TPB model (i.e., Perceived Behavioral Control and Subjective Norm) were identified as having a significant positive effect on Behavioral Intention to use e-learning. Recommendations for Practitioners: Firstly, educational institutions should help along with the culture of using e-learning among students and lecturers. A supportive team should be accessible to help students use e-learning by providing instructions and addressing their questions. Secondly, system developers should concentrate on system-related aspects that have a significant influence on learners’ attitudes and intentions to utilize, as well as build the most appropriate e-learning system for students. Recommendation for Researchers: Firstly, the study fulfills a significant literature gap on evaluating e-learning effectiveness for learners in private institutions as they are focusing on developing quality education to gain competitive advantages. Secondly, based on research findings, the researchers may be able to advance studies to improve and innovate a quality system for ensuring the long-term usage of e-learning. Finally, this paper contributes to the theoretical foundation and development of an extended model for future studies to assess the intention when employing new technologies in education and other fields. Impact on Society: E-learning will become a necessary tool and an unavoidable possibility in the next period of education. Therefore, this study presents an overview of the factors that have a notable influence on students’ intention to adopt e-learning systems. This study then proposes to develop an optimal system for the teaching and learning process, as well as to adapt to future demands. Future Research: Firstly, there are just three external variables that are considered to have an impact on learners’ intention via TAM. However, other external factors could be exploited in future research. Secondly, the participants in this study are only students. If the lecturers could take part in this survey, the comparisons between faculty and students may have more usefulness for assessment. Thirdly, this model just interprets the results at a certain time, which is the COVID-19 outbreak and e-learning is an urgent response to maintain the process of teaching and learning. The perception, attitude, and performance of students may change over time. Therefore, as other researchers have recommended, longitudinal surveys should be considered here. Finally, the differences between majors may appear. Future studies can divide groups of learners according to their majors for a more significant test.

Students’ Relative Attitudes and Relative Intentions to Use E-Learning Systems

Students’ Relative Attitudes and Relative Intentions to Use E-Learning Systems

Factors Affecting the Adoption of E-Learning Systems in Public Higher Learning Institutions in Tanzania: A Case of Institute of Accountancy Arusha (IAA)

In most developing countries, governments attempt to enforce the movement from analogue to digital for all their sectors, from public to private. These technological advancements have been noted to bring necessary and unavoidable changes to businesses and learning environments. Higher learning institutions have adopted various e-learning systems to support learning, research, and publication activities to stay competitive in global academic systems. However, most public higher learning institutions in Tanzania lag behind in the adoption of these systems. Thus, research shows a failure of these institutions in utilising the full benefit that today’s Information and Communication Technology (ICT) can offer in learning environments. Thus, this study examines factors affecting the adoption of such a system in developing countries like Tanzania, taking the Institute of Accountancy Arusha (IAA) as a case study. The study used a mixed methodology where thematic and descriptive analysis was used to analyse both qualitative and quantitative research data. The study population was 187 teaching staff, a sample size of 126 was obtained, and 157 study participants were involved in the study. The study found that factors affecting the adoption of e-learning systems in public higher learning institutions in Tanzania include lack of ICT infrastructure, lack of technical and managerial support and lack of computers and e-learning knowledge among facilitators. Thus, the study recommended investments in adequate and reliable ICT facilities, high intermate speed and bandwidth, and policies that support e-learning and training programs about e-learning knowledge and use. Also, this study recommends the use of the Multi-Factors Adoption Model (MFAM11) for the successful adoption of an e-learning system in public higher learning institutions in Tanzania.

Towards a Sustainable Adoption of E-Learning Systems: The Role of Self-Directed Learning

Aim/Purpose: This study seeks to investigate the factors that influence online students’ continued usage intention toward e-learning systems by presenting an extended model that is based on the Delone and McLean (2003) IS success model (D&M ISS model). Background: The use of e-learning systems in this era has become a vital element of delivering higher education. Learning via e-learning systems has significant benefits that support conventional learning. Thus, it is crucial to measure the success of e-learning systems’ implementation. Methodology: This study was conducted with 590 undergraduate and postgraduate students from three private universities in Jordan, and data was gathered via an online self-report questionnaire. Contribution: Theoretically, this study advances the literature and empirically examines a modified version of the D&M ISS model by including context-specific factors that are drivers of successful implementations of e-learning systems. Findings: The path analysis with structural equation modelling confirms that students’ satisfaction and their continued usage intention regarding the e-learning system are positively related to service quality, system quality, and information quality. Self-directed learning, however, has a negative effect on satisfaction and continued usage intention. Furthermore, the findings reveal that both satisfaction and continued usage intention positively influence students’ perceptions of perceived academic performance. Recommendations for Practitioners: The quality of learning content format and design are recognized as fundamental factors for e-learning success. Thus, both instructors and e-learning developers should provide reliable, accurate, and up-to-date learning materials. This directs e-learning developers toward designing systems with simple and useful functionalities that embrace the essential features that enable students to perform the required tasks effectively and to access and share learning materials flexibly. Furthermore, the current study reveals that self-directed learning (SDL) is a key barrier to successful e-learning system employment. It has a negative impact on satisfaction (SAT) and continued usage intention (CUI). Thus, developing students’ skills related to SDL is deemed a necessity. This could be attained by designing contemporary pedagogical curricula that are based on student-centered learning. This approach to learning encourages students to acquire self-regulatory skills and be accountable for their learning. This environment has to be supported by pedagogical tools (e.g., synchronous/asynchronous communication channels and multimedia tools) to enable effective interaction between instructors and students. Recommendation for Researchers: The current study does not investigate the role of potential moderators that might influence the research model’s relationships. Future studies might tackle such limitation by examining the moderating effect of computer self-efficacy and culture. Impact on Society: This study reveals that the success of e-learning systems depends not only on the quality of the information, system, and service but also on student self-directed learning. Future Research: The sample employed for this study was selected from three private universities in Jordan; consequently, the results cannot be generalized to the entire student population of Jordan. Further research, therefore, should focus on targeting a larger scope by including public universities, which in turn would enhance the generalizability of the findings. In addition, this cross-sectional study was conducted using a quantitative method based on the use of self-reported online survey to gather data. Thus, future research should consider longitudinal study that employs a mixed methods approach to reveal additional constructs and insights regarding e-learning system adoption by students.

A Study of Adoption of E-Learning System by Indian Students

A Study of Adoption of E-Learning System by Indian Students

IMPORTANCE OF HOLISTIC EDUCATION DURING COVID-19: CHALLENGES AND EFFORTS

During worldwide Covid-19-induced emergency, academic practices using almost any available digital tools to ensure the continuation of teaching and learning. Short-term solutions are socially, pedagogically and economically necessary, yet the time of crisis is not the best moment for making long-term investments in Holistic educational technologies. This study provides some important practical insights into the usage and adoption of e-learning systems in developing countries like India. This paper attempts to explore the following problems (1) what are the challenges in the accomplishment of holistic development? (2) How did the global health emergency puncture the efforts towards holistic development through education? and (3) How should teaching learning attempt to overcome the obstacles towards holistic development?

Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review

<p>The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.</p>

The adoption of an e-learning system using information systems success model: a case study of Jazan University.

BackgroundThe e-learning system has gained a phenomenal significance than ever before in the present COVID-19 crisis. The E-learning delivery mechanisms have evolved to enhanced levels facilitating the education delivery with greater penetration and access to mass student population worldwide. Nevertheless, there is still scope to conduct further research in order to innovate and improve higher quality delivery mechanism using the state-of-the-art information and communication technologies (ICT) available today. In the present pandemic crisis all the stakeholders in the higher education system, i.e., the governments, institutions, and the students expect seamless and efficient content delivery via e-learning platforms. This study proposes the adoption of the e-learning system by the integration of the model proposed by Delon and Mcclean “Information System Success Model” in Jazan University, Kingdom of Saudi Arabia (KSA) and further attempts to identify the factors affecting E-learning applications' success among the students.MethodsThe data were gathered from 568 respondents. The Statistical Package for the Social Sciences version 26 (SPSS v.26.0) was used for the data analysis and one-way ANOVA is applied to test the hypothesis.ResultThe overall results of this study allude to the fact that there is a significant relationship between Information system Success Model factors and the adoption of e-learning systems. The research results indicated that the information system success model has a strong associating cost-benefit value towards the adoption of e-learning systems across the Jazan University that may be further expanded to the other Saudi universities.

The impact of E-service quality, Facebook usage and Artificial Intelligence on E-learning systems: The mediating role of student satisfaction

The adoption of e-learning systems has been increasing and reports indicate that Asia has the highest percentage of the growth towards e-learning systems. Following this backdrop, the main purpose of the present study was to evaluate the role of the E-service quality, Facebook usage, artificial intelligence, and student satisfaction on the usage of the E-learning systems. Sample data was collected from students enrolled in any institute offering e-learning in Malaysia. A total of 500 questionnaires were disseminated to the participants identified via online polling and a total of 412 usable questionnaires were evaluated for SEM. The findings of the study show that the usage of Facebook, Artificial intelligence, the satisfaction of students, and E-service quality affected the use of the E-learning systems. Students’ satisfaction was also found to positively mediate with AI, FBU, ESQ, and ELS. E-learning adoption is increasing in Malaysia and the recent outbreak of COVID-19 has also invigorated the need for the development of effective e-learning programs so that the education of students doesn’t get interruptions. The present study has important theoretical and practical implications in this regard; the findings can be applied to the development of e-learning systems of the country