E-learning Adoption Research Articles

The Directive of Work-From-Home in Wake of COVID-19 Pandemic and the Adoption of E-Learning by LIS Professionals

The adoption of work- from- home system in wake of COVID-19 Pandemic was a strategy to curb the spread of the deadly disease. It became a new normal that was feasible with deployment of Information and Communication Technology state-of-the-art infrastructure to administrative function. Therefore, this study investigated the Directive of Work-From-Home in the wake of COVID-19 Pandemic and the adoption of E-Learning by LIS Professionals in Selected Academic Libraries in Lagos State, Nigeria. The descriptive survey design was adopted for the study, questionnaire was the research instrument. Random sampling techniques was used to select seventy two (72) librarians and library officers from six institutions of higher learning in Lagos State. The response rate were: 14 (19.4%) from Yaba College of Technology, 10 (13.9%) from Lagos State Polytechnic, 14 (19.5%) from Lagos State University, 8 (11.1%) from Celeb University, 19 (26.4) from University of Lagos while 7 (9.7%) from Adeniran Ogunsanya College of Education. The study found out that LIS Professionals in institutions of higher learning in Lagos State possessed low Computer Skills. Though E-Learning was highly accepted by LIS Professionals in Lagos State as a measure for Work-from-Home in the wake of COVID-19 Pandemic. Although, majority of the academic library(s) and LIS professionals were disconnected from their users during the pandemic. The study also found that the reasons why majority of LIS professionals in Lagos State are inactive about eLearning is as a result of lack of funds. It was recommended that the school proprietors and library professionals must begin to think differently about eLearning and funds should be made available and manage equitably toward the adoption of eLearning resources, digitalization of physical resources, database and internet subscriptions and maintenances among others.

THE INFLUENCE OF SKILLS ON THE INTENTION TO ADOPT ELECTRONIC LEARNING IN UNIVERSITY INSTITUTIONS IN TANZANIA

eLearning comprises the use of electronic technology to deliver an innovative teaching and learning method that is well-designed, learner-centric, interactive, and provides a supported learning environment to everyone, regardless of location or time. The adoption of eLearning had a varying trend from the point of view of individuals to societies, and even across nations. However, skills had been singled as one of the important components in the adoption, use or continuance of using eLearning systems. This study aimed at examining the influence of Skills on the intention to adopt eLearning in university institutions in Tanzania. The study involved the Open University of Tanzania (OUT) and the Hubert Kairuki Memorial University (HKMU). Furthermore, the study using an electronic web-based survey, quantitative data were collected from a total of 371 respondents, sampled using simple random, purposive, stratified, and proportional sampling techniques. Whereas, academic staff, students, and Information and Communication Technology (ICT) staff were all involved. The study used IBM SPSS Version 22 and SPSS Amos Version 23 with Structual Equation Modeling, to analyze the collected data using Descriptive Statistics, Explolatory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The findings indicated that Skills had positive and statistically significant influence on the intention to adopt eLearning in university institutions in Tanzania. Moreover, further results revealed that Skills accounted for 50 percent toward the intention to adopt eLearning systems. As a result of these findings, the study acclaims that, the Skills variable be added to the Theory of Planned Behaviour (TPB) as one of the independent variables, in explaining adoption, use or continue using eLearning systems, especially, in the context of the developing countries, particularly Tanzania. The study’s results, further recommend additional research in different contexts, examining the influence of skills to the intention to adopt, use or continuing using eLearning systems in which the new TPB model in which skills would be included as one of the independent variables.

Subject Review: The Effectiveness Of Integrating E-Learning On Learning Outcome And Student Perceptions In Tertiary Education

The literature shows conflicting outcomes, making it difficult to determine how e-learning affects the performance of students in higher education. The effect of e-learning was studied and data has been gathered with the utilization of a variety of qualitative and quantitative methods, especially in relation to students' academic achievements and perceptions in higher education, according to literature review that has been drawn from articles published in the past two decades (2000-2020). The development of a sense of community in the on-line environment has been identified to be one of the main difficulties in e-learning education across this whole review. In order to create an efficient online learning community, it could be claimed that both instructors and students must work together to engage in extensive collaboration and engagement with both students and one another. Since educational institutions must be ready for the sustainability regarding e-learning adoption, the presented work argues that there is a requirement for better identification and knowledge of this. The results revealed that a university's competency and capacity for meeting elearning demand stemmed from actual requirement for the implementation of e-learning for specific academic environment hinged on sustainability related to implementation of e-learning. In addition to that, each university's local culture influenced and supported the implementation process, where the inhibiting and driving variables had a substantial effect on the continuity and outcome of the process. The range of digital tools that can successfully encourage social interactions as well as the learning community need to be further researched. With regard to higher education, there is an increase in innovative assessments of variables to assess learning results in the settings of digital learning. Researchers should carefully evaluate their study designs and study subjects in digital learning environments for this reason, as well as how to handle measuring learning.

Antecedents of satisfaction and continuance intention towards e-learning adoption in school education in India - teachers’ perspective during COVID-19 pandemic

Antecedents of satisfaction and continuance intention towards e-learning adoption in school education in India - teachers’ perspective during COVID-19 pandemic

Investigation A Technology Acceptance Model (TAM) of E-Learning in Higher Education Institutions (HEIs)

In recent years, the integration of e-learning, which refers to using electronic technology to aid and enhance learning processes, has received substantial attention in Higher Education Institutes (HEIs). This study explores the adoption and acceptance of e-learning in Higher Education Institutes (HEIs) using the Technology Acceptance Model (TAM) framework. The research investigates the influence of external variables on the acceptance of e-learning, specifically focusing on Mobile Friendliness (MF), LMS Replacement (LMSR), Job Insecurity (JIS), and Job Switching (JS). The study utilizes survey-based empirical research, collecting responses from 407 participants out of 500 academics from Saudi public and private sector HEIs and colleges in the Southern region. The survey instrument was designed based on established measures of the TAM constructs, including Attitude and Behavioral Intention.

Combining the Internet of Things (IoT) and the Internet of Behavior (IoB) to create a robust educational environment

The ongoing COVID-19 pandemic has accelerated the adoption of e-learning, remote learning, and hybrid models in education. These models have become essential in meeting the demands of smart cities and addressing the limitations of traditional distance learning. However, to truly achieve academic success, education must be adaptive and tailored to the individual needs of students. This study presents a novel concept for intelligent educational systems that integrate Explainable Artificial Intelligence (XAI) and Internet of Behavior (IoB) technologies. The integration of these technologies aims to revolutionize intelligent educational systems by providing a more personalized and effective learning experience. By collecting and analyzing student behavior data, the system can provide real-time feedback and adjust to meet the needs of each individual student. The results of this study demonstrate the significant impact of IoB technology on student performance. The integration of IoB led to a substantial increase in student response from 40% to 79%. These findings highlight the potential for IoB to enhance learner assistance and improve system modifications to better meet the expectations of students for increased performance. The proposed concept of integrating XAI and IoB technologies in intelligent educational systems can pave the way for a more personalized and effective learning experience in the future.

Examining E-Learning Adoption Through the Lens of the Information Systems Success Model: An Empirical Study on Higher Education Institutions in Indonesia

Due to the outbreak of COVID-19, learning institutions in Indonesia have been forced to switch to e-learning. E-learning is a new way of education that everyone had to adopt. To ensure the continuity of teaching and learning activities, higher education institutions (HEIs) need to explore ways to increase the quality of e-learning systems. The paper aims to understand the quality factors that influence e-learning adoption in Indonesia. The proposed framework is validated with 753 students from four universities located in different regions of Indonesia. Data were analysed using Statistical Package for the Social Sciences (SPSS) software. The findings show that a relationship does exist between information quality and e-learning adoption. However, system and service quality did not indicate any significant influence on e-learning adoption. Keywords: Information Quality, System Quality, Service Quality, E-Learning Adoption

Factors influencing adoption of e-learning in healthcare: integration of UTAUT and TTF model

The importance of successful implementation of e-learning, especially since the emergence of the Covid-19 pandemic, has become increasingly apparent to universities. Thus, identifying the effective factors in adopting e-learning in the Covid-19 pandemic is crucial. This study was conducted to identify determining factors in adopting E-learning in healthcare. This was a descriptive-analytical study in which 143 faculty members from Iran were randomly selected. The faculty members' intentions, concerning the adoption of e-learning, were assessed by the conceptual path model of integration of unified theory of acceptance and use of technology (UTAUT) and The Task-Technology Fit (TTF). The results showed that the combination of the two classical theories, UTAUT and TTF, was an appropriate model to explain faculty members' intention in adopting e-learning. Moreover, the findings showed that technology and task characteristics, task- technology fit, social influences, effort expectancy, performance expectancy and facilitating conditions had direct and significant effect on e-learning adoption. By presenting a conceptual path model to elucidate users' behavior in adopting e-learning, this study investigated and identified the key determining factors in adopting e-learning. The findings of the present study can contribute to the design and implementation of e-learning by practitioners, policy makers, and curriculum designers.

A bibliometric analysis and visualization of e-learning adoption using VOSviewer.

Even though being perceived as a novel approach, multiple authors claim that the digital transition of all sectors in society started when information and communication technologies (ICT) started to be an integral part of our daily lives. The education sector currently represents one of the contexts where the use of ICT is more promising and allows to reach greater benefits, mostly due to the wide range of tools, applications, and management and methodological approaches that are associated with e-learning. With the above in mind, a bibliometric analysis of the e-learning adoption topic has been performed, aiming on delivering a detailed analysis of the status of the topic. This analysis was carried out by analyzing the scientific literature indexed in the Scopus database that addressed the multiple stages of the e-learning adoption process (i.e., acceptance, adoption, and use). Our study analyzed 896 documents published between 1989 and 2021, of which 98.3% represented papers published in journals and conference proceedings.

Predicting undergraduates’ future preferred mode of learning during the closure of institutions of higher learning and its implications

E-learning was abruptly adopted as a strategic response to the sudden closure of institutions of learning induced by the COVID-19 pandemic. In contrast to the conventional voluntary adoption of e-learning, this study aims to explore a new trail by drawing challenges of e-learning eclectically from recent literature to develop an alternative theoretical model of future preferred mode of learning against the background of the sudden closure of institutions of higher learning induced by the COVID-19 pandemic. The theoretical model was validated via an empirical study based on the responses obtained from 352 Malaysian undergraduates. Results from the multinomial regression revealed that the model was significant (p-value < 0.01). Moreover, Information and Communication Technology infrastructure positively predicted whereas bottom 40% household income category and disadvantages of e-learning negatively predicted undergraduates’ future preference for blended learning (relative to 100% conventional classroom learning). Being male and possessing discipline for e-learning positively predicted whereas living in semi-urban area and disadvantages of e-learning negatively predicted undergraduates’ future preference for 100% e-learning (relative to 100% conventional classroom learning). This study adds to the body of knowledge by way of an alternative theoretical model of undergraduates’ future preferred mode of learning, which may facilitate future meta analysis on similarities and differences in challenges related to e-learning during the closure of institutions of higher learning across different countries. This study concludes with some reflective thoughts in terms of theory, practice and policy about one important lesson learned from this unprecedented closure of institutions of higher learning, which is readiness for blended learning to deal with future unexpected crises.

MENJADI GURU PROFESIONAL DI ERA DIGITAL: PEMANFAATAN MEDIA PEMBELAJARAN DIGITAL DAN MEDIA SOSIAL

Social media has become an important part of learning. However, the adoption of E-learning and technology in learning resulted in a new teaching era among all educators all over the world. As the COVID-19 hit the world of education, education shifted the learning from face to face learning into distance learning. The following study discussed the implementation of technology in the new era of education during community service programs. Qualitative research was implemented through a week intensive observation by the researchers focusing on media of learning creation, use of digital media in learning and gamification of learning. Based on the data from the study, 48% of the participants had difficulty accessing technology in learning. The researchers also suggested that social media have a significant role to create fun and interactive learning. Moreover, applications such as Canva, Powtoon, Prezi and Kinemaster can be a great tool and media in a new and modern era of learning.

E-Learning interventions for nurses to prevent venous thromboembolism in patients: A realist review.

To synthesise published literature exploring online venous thromboembolism (VTE) prevention education programmes to identify, test and refine a program theory supporting translation of knowledge into practice for registered nurses. Venous thromboembolism is a leading cause of preventable morbidity and mortality in hospitalised patients. Successful implementation of prevention strategies can be impeded by a lack of education and translation of knowledge to practice. Continuing professional development programs using e-learning platforms are increasingly common, however, there is little published literature exploring effective translation of such education to practice. Realist Review. Searches were conducted in seven healthcare databases prior to July 2020 and updated in March 2022. Synthesis was informed by the unified theory of acceptance and use of technology (UTAUT) model and followed stages of a realist review outlined by Pawson et al. The results were reported according to the RAMESES publication standards. Eight context-mechanism-outcome combinations were identified to explain engagement, completion and adoption of VTE e-learning into practice. Mechanisms included valuing content as relevant to practice, having confidence in the ability to use the technology and empowerment to enact change based on learning. Contextual factors that may constrain the completion of learning include the support of managers and organisations through time, and the availability of resources. Translation of e-learning is critical to ensure clinical excellence. This realist review demonstrated the varying mechanisms contributing to engagement, completion and adoption of learning. These illustrate the complex nature of education for professional development. It demonstrates that the UTAUT model is suitable for guiding the design, implementation and adoption of e-learning programmes. This review used a common clinical practice (VTE) to provide a program theory that can guide clinical educators to understand mechanisms which can facilitate engagement with, completion and adoption of e-learning into practice by nurses. The focus of this realist review was on e-learning for registered nurses. As such, no patient or public contribution was sought or given in the development, progress and writing of the submitted manuscript.

Intention to adopt Cloud-based e-Learning in Nigerian Educational Institutions

Institutions of higher education must utilize innovative information and communication technologies for teaching in Nigeria. Thus, cloud-based e-Learning is essential to curtail educational challenges such as limited infrastructure, funds, and student-to-lecturer ratio. Recently, there has been widespread enthusiasm regarding Cloud computing for e-Learning; adopting and strategically utilizing these technologies remains a significant challenge for higher education institutions. Furthermore, there is a limited understanding of how cloud-based e-learning can transform Nigerian educational establishments. Cloud-based e-Learning systems' technological components have been the subject of numerous study studies, but little is known about how they operate from an organizational perspective. Accordingly, using the Technology-Organization-Environment theory, the goal of this study is to investigate the variables that influence the adoption of cloud-based e-learning. The findings of the research show that relative benefit and competing pressure have a big impact on whether cloud-based e-learning is adopted. However, compatibility, security, and top management commitment do not appear to be significant determinants. These findings will help Nigerian education institutions, the ministry of education, and practitioners to understand the critical factors for adopting this technology for improved education.

Challenges and barriers to e-learning experienced by trainers and training coordinators in the Ministry of Health in Saudi Arabia during the COVID-19 crisis.

IntroductionThe sudden shutdown caused by coronavirus disease 2019 has far-reaching effects, including on education and training. For this reason, traditional education and training have shifted to an online learning format. This study explores the challenges of and barriers to e-learning experienced by trainers and training coordinators in the Saudi Ministry of Health during the coronavirus disease 2019 pandemic.MethodsA cross sectional survey was distributed among participants by email. The sample included 262 trainers and training coordinators currently working for the Saudi Ministry of Health in hospitals, primary health care centers, and training centers (including general directorates of regions and clusters) in all 13 administrative regions of the country.ResultsMost participants exhibited an intermediate level of experience with e-learning (58.4%) and found the task of adapting to unfamiliar technology to be a challenge (22.1%). Limited social interaction in relation to cheating/plagiarism contexts, frequent technological failures, and a lack of policies or standards for e-learning were significant barriers for participants; these were mentioned by 46.9%, 43.5%, and 40.1% of participants, respectively.ConclusionsThis study highlights the challenges and barriers encountered in the adoption of e-learning by trainers and training coordinators in the Saudi Ministry of Health. The challenges of and barriers to e-learning included but were not limited to communication, assessment of trainees, adaptation to a lack of policy, and frequent technology failure. Adapting to new technologies is challenging for trainers and training coordinators, which is exacerbated by a lack of adequate policies and standards to eliminate cheating and avoid technological failures. These results could help bridge gaps in the use of e-learning by improving policies, holding workshops and training sessions, and providing continuous information technology support in e-learning.

Are online reviews credible? The effects of online reviews for the adoption of MOOCs for E-learning

ABSTRACT The proliferation of massive open online courses (MOOCs) has sped up the evolution of online education. People now have a habit of checking internet reviews before deciding on and enrolling in an MOOC. However, issues about the veracity of online reviews have grown in significance. The S-O-R framework was used to determine the factors that have an impact on the reliability of reviews of MOOCs. The current study uses dual process theory (DPT) as a theoretical framework for identifying the stimuli. This finding reveals that review consistency and overall rating are more important in influencing the adoption of MOOC than the various informational factors. The findings also highlight that informal online communication (online reviews) is crucial to the adoption of e-learning.

A study on teachers' perception towards E-learning adoption in higher educational institutions in India during the COVID-19 pandemic

PurposeThe present study examines the foremost determinants of teachers' perception, i.e. teachers' satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.Design/methodology/approachData were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).FindingsResults of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers' satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers' attitude. Finally and most notably, teachers' continuance intention towards using online teaching in HEIs is most significantly influenced by teachers' satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.Originality/valueThe authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers' satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.

Investigation the role of online experience in learning (E-Learning) environment a review for researchers

E-Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in this field argue that e-Learning is still in its infancy, resulting into numerous implementation technologies across a wide e-Learning spectrum. These technologies include TV, CD ROMs, LMS, CMS, LCMS and virtual world as well as collaborative technologies. This paper provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e-Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified:1) The limited uptake of technology as an instruction delivery method: and2) The ineffective use of technology to support learning.The aim of the paper is primarily a review to inform researches about current work in these different areas.

Iraqi University Students’ Emergency Remote Learning Experiences During Covid-19

The Covid-19 outbreak spurred the adoption of eLearning in many countries around the world, but relatively little is known about students’ experience on the subject. This study examined university students’ knowledge and experience of face-to-face and emergency remote education in two well-known universities in Iraq. An online survey with random sampling approach was used, and a total of 323 respondents shared their learning experiences, satisfaction, preferences, and challenges using a remote learning system was analysed. The findings indicated that respondents were not able to cope with the remote teaching system in the short term, expressing somehow their negative experience with it overall. Given the instability situation in Iraq is hard to predict the successful outcomes of such system in the long term. Respondents’ preferences were still for a face-to-face education system, thus they highlighted the challenges for eLearning in Iraq, especially those related to improving the facilities e.g., Internet infrastructure and online system.

University students with special needs: Investigating factors influencing e-learning adoption

Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education.

EFL Learners’ Perspectives of E-Learning during the Covid-19 Pandemic: A Study on Saudi College Students

The learning process during Covid-19 pandemic has witnessed significant changes in the modes of instruction, with E-learning emerging as an absolute path in English as a Foreign Language (EFL) learning. The current study seeks to investigate the perspectives of Saudi EFL students with regard to e-learning during the pandemic and the challenges encountered. The significance of this study stems from the importance of integrating e-learning into language learning in a methodological way with the proper planning of activities, technologies, and tutors and students’ skills. The participants of this study consisted of Saudi EFL learners in two Saudi universities, namely King Saud University and King Khalid University, who study in the department of English language. The sample consisted of (53) students who study in their fourth year and who were selected randomly from the department of English language. The research results demonstrated that the perceptions of the students of e-learning during the Covid-19 pandemic were positive because they see that e-learning makes learning easier, especially in the student-instructor interaction, as well as using various teaching styles and assessment methods and they participated in making the students prefer e-learning in their future education. However, the students reported that they do not have all the technical skills needed for e-learning and that they face technical problems and a lack of social relations during online learning. Based on these results, the researcher recommended training the students on e-learning skills and platforms and providing them with the required technologies for the effective adoption of e-learning.