E-learning Self-efficacy Research Articles

Perceptions Of Barriers To E-Learning Among Employees: The Impact Of Employees' E-Learning Self-Efficacy

Perceptions Of Barriers To E-Learning Among Employees: The Impact Of Employees' E-Learning Self-Efficacy

Analysis factors acceptance of e-learning using technology acceptance model approach

<p>E-learning is one of the media in the current learning process, but many facts in the field show that the process of using it is not optimal. Many factors affect one of them, from the user's difficulty to operate it. This research aims to identify the factors that influence the use of the e-learning portal at SMK Muhammadiyah 3 Yogyakarta with a teacher and student as respondents. This research uses a quantitative approach with an ex-post-facto approach. The primary data source comes from sharing an online questionnaire (google form) which contains 30 questions using a Likert scale of 5 as an alternative answer. The research subjects were teachers of SMK Muhammadiyah 3 Yogyakarta with 69 teachers. The results showed that the use of e-learning portals by teachers and students is (1) effect by the e-learning self-efficacy factor on the e-learning portal is still not optimally successful; (2) Effect by complexity factor is still not optimally successful and (3) Effect from motivation factor is getting optimal results.</p>

Factors Affecting Students' Perspectives on the Usefulness of Learning Online

The more students perceive the usefulness of the learning mode, the more they accept it, hence inference to their learning success. The purpose of the study is to identify factors that impact students’ perspectives on the usefulness of learning online in their learning process based on the Technology Acceptance Model. Learners’ styles and their e-learning self-efficacy were integrated into the model to explore the relationships between these factors and their perceived usefulness of learning online. A questionnaire survey was administered to 356 voluntary students of a private university in Vietnam. Data analysis methods include the Cronbach’s alpha test to examine the scales’ reliability, Confirmatory Factor Analysis method to determine the factors of learners’ learning online styles, and the structural equation modeling method to estimate the correlations between the dependent and independent constructs. The results indicate that four in six learn-ers’ learning online styles had a significant relationship with perceived useful-ness. In particular, tactile and group factors, and the Individual factor have direct-ly and indirectly positive effects on perceived usefulness respectively while Kin-aesthetic factor has a direct negative effect on perceived usefulness. The other fac-tors such as visual and auditory show no relationship with perceived usefulness. Learners’ e-learning self-efficacy and perceived ease of use components have a direct and positive impact on perceived usefulness. Pedagogical implications and limitations of the study are also discussed.

Analysis of Students’ e-Learning Styles and their Attitudes and Self-Efficacy Perceptions towards Distance Education

In this study, the effects of different variables such as age, gender, department and learning style on students’ e-learning styles, their attitudes towards e-learning and e-learning self-efficacy were investigated. In addition, the relationship between students’ e-learning styles, their attitudes towards e-learning and self-efficacy has been examined. In this context, the data were collected from 104 both distance education and formal education students. Results show that e-learning styles vary according to gender, age, type of education and department. The e-learning self-efficacy differs in department, age and type of education, but not in gender. The results also show that students’ attitudes towards e-learning differ in the way of learning, but not in age, gender and department. The results revealed that there was a positive relationship between students’ e-learning styles and self-efficacy while there was no relationship between e-learning and attitudes. Additionally, a strong relationship was found between students’ e-learning self-efficacy and their attitudes towards e-learning.

The Empirical Study of College Students' E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment.

Due to the impact of COVID-19, universities are forced to suspend their classes, which begin to depend on the usage of online teaching. To investigate the relationship among e-learning self-efficacy, monitoring, willpower, attitude, motivation, strategy, and the e-learning effectiveness of college students in the context of online education during the outbreak of COVID-19. A 519 first- to fifth-year undergraduate students from a medical university were selected for the research in this study. Structural equation model (SEM) was used for a data analysis, which led to the results showing that: (1) e-learning self-efficacy and monitoring have significant positive influence on e-learning strategy, and indirectly influence e-learning effectiveness through e-learning strategy; (2) e-learning willpower and attitude have a significant positive influence on e-learning motivations, and indirectly influence e-learning effectiveness through e-learning motivation and strategy; (3) e-learning motivation is having significant influence on e-learning effectiveness, while e-learning strategy is playing a mediating role; (4) There is a significant positive correlation between e-learning strategy and e-learning effectiveness; and (5) The presence of e-learning experience has a moderating influence on e-learning effectiveness as well as its influential factors. Results from this study provide the necessary information as to how higher education institutions and students can enhance students’ effectiveness of the e-learning system in order to support the usage of online technologies in the learning and teaching process. These results offer important implications for online learning effectiveness.

Factors Affecting Students' Acceptance of e-Learning System in Higher Education

e-Learning has become the most important supporting tool offering independent learning style among students. The main idea of this paper is to dismantle and analyse factors that influence the acceptance of e-Learning among students in higher education. An online questionnaire link was distributed to a sample comprising 123 respondents. Significant relationships and strength of relationship were observed between the e-Learning acceptance, quality, e-Learning self-efficacy, enjoyment, accessibility, and computer playfulness. The findings showed that all factors were positively correlated to the e-Learning system except the enjoyment of e-learning that did not affect the acceptance of e-learning. Conclusively, all factors stated were considered the main criteria in designing effective e-learning system. Future works such as embedding and integrating multimedia elements in the e-learning system will be additional attraction to learners and instructors for the effective learning style.

Individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre, National Open University of Nigeria

PurposeThe purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.Design/methodology/approachTherefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients andt-tests.FindingsIt was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.Research limitations/implicationsLike every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.Practical implicationsThe implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.Originality/valueEven though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

Direct or indirect effects from “perceived characteristic of innovation” to “intention to pay”: mediation of continuance intention to use e-learning

The study aimed to explore the influences of perceived characteristics of innovation (PCI) on the intention to pay and continuance intention to use an e-learning website, and the mediated effect of continuance intention to use on the relationships between PCI and intention to pay. Participants in the present study included 670 adult learners from an e-learning website. A questionnaire and Structural Equation Modeling (SEM) were employed to gather and analyze the data, respectively. The study derived four potential factors and provided a research model based on the theories of PCI and characteristics of e-learning. The research results revealed that compatibility and e-learning self-efficacy positively affected adults’ intention to pay and continuance intention to use the e-learning website. Continuance intention to use positively influenced intention to pay. Continuance intention to use mediated the relationship between compatibility and intention to pay. Similarly, Continuance intention to use mediated the relationship between e-learning self-efficacy and intention to pay. This paper concludes by noting the contributions and implications for theory and practice.

METODE UNIFIED THEORY OF ACCEPTANCE AND USE OF TECHNOLOGY UNTUK MENENTUKAN FAKTOR TINGKAT PENERIMAAN PENGGUNAAN E-LEARNING

This study aims to identify factors - factors that affect the level of user acceptance of e-learning in STMIK Surya Intan Kotabumi by lecturers as users, teachers and content developers. This study uses a model approach Unified Theory of Acceptance and Use of Technology (UTAUT) and models - other models. Model UTAUT dimofikasi by adding some variables to refer to the study - previous research. Variables used include performance expectancy, social influence, facilitating conditions, self-efficacy, information quality, system quality, service quality, behavioral intention, actual use and moderator usia..Langkah-step analysis of factors - factors is making a questionnaire derived from the model UTAUT, alter the results of a questionnaire by the method of successive interval (MSI). Furthermore, analysis of data using Structural Equation Modeling with Partial Least Square (PLS-SEM). PLS The data were processed using the application smartPLS. The results showed that only four variables that affect directly the use of e-learning (actual use) by lecturers at STMIK Surya Intan Kotabumi. These variables include interest for the use of e-learning (behavioral intention),influence the ability of professors to the use of e-learning (self-efficacy), influence the quality of information provided e-learning (information quality), and quality of service (service quality).Keyword : E-Learning, UTAUT, MSI, PLS-SEM, SmartPLS

E-learning Self-efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines

E-learning Self-efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines

Utilizing the Intervention Mapping Protocol to Improve the E-learning Self-efficacy of Operating Room Nurses

Utilizing the Intervention Mapping Protocol to Improve the E-learning Self-efficacy of Operating Room Nurses

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners’ MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by incorporating perceived learner control, e-learning self-efficacy, and personal innovativeness in information technology (PIIT) into the original technology acceptance model (TAM). With the empirical data from 214 MOOC learners, the effects of perceived learner control on perceived usefulness and perceived ease of use are confirmed. E-Learning self-efficacy is found to have positive influence on perceived learner control and ease of use. While the effect of PIIT on perceived learner control is not supported, PIIT influences learners’ perception of usefulness and ease of use. Furthermore, a comparison between foreign and native MOOC platforms shows the former should emphasize ease of use more, and the latter should emphasize usefulness more, to enhance their attractiveness.

Investigating Students' Acceptance and Self-Efficacy of E-Learning at Al-Aqsa University Based On TAM Model

The study aimed at investigating the influence of E-learning Self- Efficacy (ELSE) on the acceptance of e-learning by using the Technology Acceptance Model (TAM). According to the TAM which used as the theoretical basis, both of the Perceived Usefulness (PU) and the Perceived Ease of Use (PEOU) influence directly the end user's Behavioral Intention (BI) to accept a technology. A survey was used to collect information about the perceptions of Al-Aqsa university students. Collected data was analyzed using the regression equation by SPSS. A structured questionnaire was used to obtain responses from (592) students who took the e-courses of the “instructional technology, research methods, measurement and evaluation”. The most significant results of the study showed that Al-Aqsa university students have high levels of acceptance and Self-Efficacy toward E-Learning representing a rate above 75%. Furthermore, there are positive and significant relationships between dependence and independence variables. However, the study found a significant relationship between finding ELSE, PEOU, PU and BI (Y= 1.2 +0.05ELSE+0.06PEOU+0.16PU+e, r = 0.65, P<0.01). Other relationships were found among variables such as ELSE, PEOU and PU (Y= 7.5 +0.11ELSE+0.21PEOU+e, r = 0.62, P<0.01), ELSE and PEOU (Y= 0.56 +0.242ELSE+e, r= 0.64, P<0.01).

E-learning presence and self-efficacy and their relationships with learning achievement in cyber and consortium university

E-learning presence and self-efficacy and their relationships with learning achievement in cyber and consortium university

Relationships among e-learning systems and e-learning outcomes: A path analysis model1

In this study, path analysis modeling is applied to examine the relationships among e-learning systems, self-efficacy, and students' perceived learning outcomes in the context of university online courses. Independent variables included in the study are e-learning system quality, information quality, computer self-efficacy, system-use, self-regulated learning behavior, and user satisfaction as potential determinants of online learning outcomes. A total of 674 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to fit the path analysis model. The results indicated that system quality, information quality, and computer self-efficacy all affected system use, user satisfaction, and self-managed learning behavior. The findings from the current study have significant implications for the distance educators, students, and administrators. First, university administrators must continuously invest to upgrade the systems so that e-learning systems exhibit faster response time, better systems accessibility, higher system reliability and flexibility, and ease of learning. Second, the instructor in e-learning courses should facilitate, stimulate, guide, and challenge his/her students via empowering them with freedom and responsibility. Third, In order for the e-learning system to be successful, it should provide e-learners with the information and knowledge they need.