Use Of E-learning Systems Research Articles

Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model

Extending the Technology Acceptance Model (TAM) for studying the e-learning acceptance is not a new research topic, and it has been tackled by many scholars. However, the development of a comprehensive TAM that could be able to examine the e-learning acceptance under any circumstances is regarded to be an essential research direction. To identify the most widely used external factors of the TAM concerning the e-learning acceptance, a literature review comprising of 120 significant published studies from the last twelve years was conducted. The review analysis indicated that computer self-efficacy, subjective/social norm, perceived enjoyment, system quality, information quality, content quality, accessibility, and computer playfulness were the most common external factors of TAM. Accordingly, the TAM has been extended by the aforementioned factors to examine the students' acceptance of e-learning in five different universities in the United Arab of Emirates (UAE). A total of 435 students participated in the study. The results indicated that system quality, computer self-efficacy, and computer playfulness have a significant impact on perceived ease of use of e-learning system. Furthermore, information quality, perceived enjoyment, and accessibility were found to have a positive influence on perceived ease of use and perceived usefulness of e-learning system.

Analysis of the Effect of Course Design, Course Content Support, Course Assessment and Instructor Characteristics on the Actual Use of E-Learning System

This work aims to investigate the main determinants that could play an important role in increasing the usage and acceptance of e-learning systems among Saudi students. The study employed the Unified Theory of Acceptance and Use of Technology (e-UTAUT) model and introduced new constructs to study the acceptance of e-learning systems in the Saudi Arabian context. The data were collected using a questionnaire survey from a total of 507 undergraduate and postgraduate students at King Faisal University (KFU). The research model was tested using the structural equation modeling technique (SEM). Based on the results, the factors of course design, course content support, course assessment and instructor characteristics were shown to have a significant effect on the actual use of e-learning systems. However, the influence of social influence on actual use was found to be statistically insignificant. Additionally, the course design, course content support, course assessment and instructor characteristics factors were found to have a positive effect on the performance expectancy of e-learning systems. The research findings serve as an important reference for university managers and researchers on students' priorities when improving course design, course content and course assessment, thereby increasing the usage and acceptance of e-learning systems among students.

Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems

This paper aims to explore and investigate the potential factors influencing students' behavioral intentions to use the e-learning system. This paper proposes an extended technology acceptance model (TAM) that has been tested and examined through the use of both innovation diffusion theory (IDT) and integrating TAM. This paper was conducted on 1286 students utilizing systems of e-learning in Malaysia. The findings were obtained via a quantitative research method. The findings illustrate that six perceptions of innovation characteristics, in particular, have impacts on students' e-learning system behavioral intention. The influences of the relative advantages, observability, trialability, perceived compatibility, complexity, and perceived enjoyment on the perceived ease of use is noteworthy. Moreover, the effects of the relative advantages, complexity, trialability, observability, perceived compatibility, and perceived enjoyment on the perceived usefulness have a strong impact. Therefore, the empirical results provide strong backing to the integrative approach between TAM and IDT. The findings suggest an extended model of TAM with IDT for the acceptance of the e-learning system used to improve the students' learning performance, which can help decision makers in higher education, universities, as well as colleges to evaluate, plan and execute the use of e-learning systems.

Saudi academic perceptions of e-learning systems

The Kingdom of Saudi Arabia has seen a growing interest in the uptake of cloud-based educational technologies in the university sector in recent years. In order to better understand the potential of cloud-based opportunities, it was considered important to first investigate the experiences of academic staff in their current use of e-learning systems. A survey was undertaken to explore whether current e-learning systems were serving tertiary learning requirements as articulated by those academics teaching and providing the e-learning services in Saudi Arabian universities. The online survey collected 55 responses. Findings contrasted with earlier studies critical of the country's e-learning provision and suggest that Saudi Arabian universities may now have a sounder e-learning infrastructure in place. Shifting e-learning services into the cloud was identified as a new opportunity that may allow academics to leverage the benefits of cloud technologies and to address some of the challenges they face.

An Assessment of E-Learning System for Instructors and Students of Panpacific University

Through teaching innovations, E-learning play a vital role in education. The researcher attests by determining the e-learning systems influence on students and instructors. In order to know the perceptions of the students and Instructors the researcher conducted a survey regarding their current experiences. The main purpose of the study was to investigate the impact of elearning used by the School of Computer Studies at Panpacific University. This study will detail the e-learning impacts which had on Instructors and Student participant’s performance about the level of user satisfaction and productivity, utilization and problems encountered. The study found out that the use of e-learning systems shows a positive effect on student learning. Instructors utilized e-learning system as presentation and preparation tool in teaching and learning. Most instructors positively confirm that e-learning supports teaching and learning effectively implemented.

E-Learning Success Model: An Extention of DeLone & McLean IS' Success Model

Learning by using e-learning system at this time become an important part of university to carrying out the education. Learning by e-learning system is very supportive to conventional learning, so it is necessary to measure the success of e-learning implementation. In this article, the research model was developed by integrating. DeLone& McLean IS concept of success model and adoption model of e-learning success. The variables that used in this research is technical system quality, service quality, content and information quality, use, user perceived satisfaction, and individual impact. Data collection is by conducting surveys to e-learning users which is lecturers and students. To test the model that has been developed, conducted a survey on UPN Veteran Jakarta with the total number of respondents as many as 180 respondents and obtained 157 respondents who fill the questionnaire correctly. This research, shows both the use and satisfaction of e-learning system have an impact for individual performance. This research also found that educational system quality and technical quality are the main factors that encourage user satisfaction with e-learning system, while the use of e-learning system that influenced by content & information quality, also user perceived satisfaction for e-learning system.

Acceptance and use of e-learning systems: the case of teachers in technology institutes of Ethiopian Universities

The aim of this study was to empirically examine e-learning acceptance and use in technology institutes of Ethiopian public universities. Samples of 400 university teachers were selected using simple random sampling technique. Structural equation modeling (SEM) analysis technique using SamrtPls tool has been used. The acceptance and use of e-learning systems have been evaluated and determinants were identified. Perceived ease of use and perceived usefulness were found to be significant determinants of behavioral intention to use e-learning systems. Behavioral intention, user training and management support were found to be major factors for actual usage of e-learning systems. Among the organizational factors, management support and user training have 56.6% contribution jointly and 30.7 and 25.9% contributions independently for the actual usage of e-learning systems. On the other hand, the impact of incentive on the actual usage of e-learning systems was found to be insignificant.

Integrasi Sistem Single Sign On Pada Sistem Informasi Akademik, Web Information System Dan Learning Management System Berbasis Central Authentication Service

Elearning and web based information systems is a means to communicate and exchange information for academic purposes. Nowadays lightweight directory access protocol (LDAP) is a state of the art method of choice. With LDAP technologies user only need one username and password to access to multiple web based application, The problem is if the user wanted to do autentification said user had to input their credentials over and over again for each application. To solve that problem single sign on mechanism (SSO) is invented. With SSO user only need login once and they got all the same credentials with them to all intergrated application wthin the campus. To implement the SSO we use Central authentication service (CAS) as a authentifiation central within LDAP structure as a user management. In this reseach we see that single sign on (SSO) system that intergrated into student management system, E-Learning system and Internal blog system both use of database based system or even LDAP based system.

Extending the Technology Acceptance Model for Use of e-Learning Systems by Digital Learners

Technology-based learning systems enable enhanced student learning in higher-education institutions. This paper evaluates the factors affecting behavioral intention of students toward using e-learning systems in universities to augment classroom learning. Based on the technology acceptance model, this paper proposes six external factors that influence the behavioral intention of students toward use of e-learning. A quantitative approach involving structural equation modeling is adopted, and research data collected from 437 undergraduate students enrolled in three academic programs is used for analysis. Results indicate that subjective norm, perception of external control, system accessibility, enjoyment, and result demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. This paper also examines the relevance of some previously used external variables, e.g., self-efficacy, experience, and computer anxiety, for present-world students who have been brought up as digital learners and have higher levels of computer literacy and experience.

Assessing eLearning Systems Success in Nigeria: An Application of the DeLone and McLean Information Systems Success Model

Aim/Purpose: This study is based on the DeLone and McLean’s Information Systems Success (D&M ISS) model, which was modified to determine the success factors responsible for the acceptance of an e-learning system called Canvas by students of a Nigerian University. Background: The adoption of eLearning has been under studied within the context of developing countries. There have been calls in the literature for further research from a developing country perspective. This study attempts to fill this knowledge gap by investigating the factors responsible for students’ adoption of eLearning in a Nigerian University. Methodology: The study was built on the premise that system quality (SQ), service quality (ServQ) and information quality (IQ) are determinants of behavioral intention to use Canvas and user satisfaction of Canvas, both of which in turn influence the actual usage of Canvas. Responses from 366 students were analyzed with AMOS 22 using structural equation model (SEM) to test the relationships between the constructs of the proposed model. Contribution: The study contributes to the research gap about the paucity of studies in the adoption of eLearning in developing countries that have placed emphasis on the use of eLearning systems or on the software quality attributes of the systems under investigation. Findings: The results partially supported the effect of the quality antecedents on behavioral intention and user satisfaction of students. There was full support for the relationship between behavioral intention and user satisfaction of students on their actual usage of Canvas. Recommendations for Practitioners: The level of significance of the constructs identified in the study will guide the formulation of strategies and methods that could further enhance the adoption of eLearning systems in developing countries, specifically Nigeria. Recommendation for Researchers: Theoretically, the study contributes to the body of knowledge on eLearning adoption by empirically validating the DeLone and McLean model in a different context, specifically sub-Saharan Africa. Future Research: Future research could investigate the factors that influence instructors’ behavioral intentions to use eLearning applications and also the effect that the instructors have on students’ adoption of eLearning.

The challenges of E-learning system: Higher educational institutions perspective.

INTRODUCTION:The development of information technology (IT) in education has led to the expansion of new teaching and learning methods at universities. Implementation of E-learning programs at Iran's universities as well as assessing the prerequisites and level of preparation of learners to attend E-learning environments require extensive study. Therefore, this study examined to investigate the challenges of E-learning system at Tehran University of Medical Sciences.METHODOLOGY:This study was a descriptive and cross-sectional one that conducted in 2016_2017. The statistical populations were all of the students that have an E-learning course in Tehran University of Medical Sciences, from whom, 300 were selected to participate in the study using a stratified random sampling method. The tool of the study was a researcher-made questionnaire. The data were analyzed through SPSS software.RESULTS:According to the findings of this study, about half of the participants (40%) had problems accessing the technology, and only 26.4% of the participants had good preparation for the use of E-learning system. Furthermore, a significant difference was found between the challenges of skill and culture of the participants (P value = 0.01).CONCLUSION:Success in the implementation of E-learning educational system as one of the main approaches in managing knowledge and educational needs of higher education organization will not be achieved without identifying the different skill, technical and cultural challenges. To overcome this challenge, establishing IT infrastructure and standards, using experiences of the leading countries in the field of E-learning, creating proper culture, and familiarizing learners and teachers to the development and use of E-learning materials are necessary.

Factors Associated with the Use of E-learning Systems in Selected State Universities of Colombo District

The swift development of internet technology had made a remarkable impact on learning. Technology has been used as a tool to support thE-learning. Electronic learning (E- learning) is considered as the main component of this techno oriented learning infrastructure. The purpose of E- learning programs is to facilitate and assess the learning with the support of communication technology. Compared to the last decade, students are now using E- learning for their studies. Though E-learning is highly used in higher education, some drawbacks can be seen in implementing and maintaining of E- learning programs. Those drawbacks are reducing the productivity of learning. Therefore, it is essential to identify the factors which are associated with E-learning and then to implement E-learning systems. The aim of this article is to identify the factors associated with the use of E-learning.

岐阜県における教育委員会-大学の連携による現職教員研修の展開 : 10年経験者研修を中心とする岐阜大学の取り組みとe-Learning活用

岐阜県における教育委員会-大学の連携による現職教員研修の展開 : 10年経験者研修を中心とする岐阜大学の取り組みとe-Learning活用

Aceptación y uso de los sistemas e-learning por estudiantes de Grado de Ecuador: El caso de una universidad estatal

Purpose: The purpose of this research was to adapt the Technology Acceptance Model (TAM) to predict the use and intended use of e-learning systems among undergraduate students at a state university in Ecuador, with the intention of improving the understanding of those factors that could enhance the utilization of these systems and the implementation of policies to increase the benefits they bring to the process of teaching and learning.Design/methodology: The analysis has epistemological basis on the empirical-inductive, based on observation of perception. Based on the literature review on the evaluation and acceptance of e-learning systems, the model has been adapted to the case of Ecuador and a questionnaire with 52 items based on Likert scales was developed. The instrument was emailed to 600 undergraduate students from a state university in Ecuador, being 423 of them answered satisfactorily. We performed validity and reliability tests of structural equation model by partial least squares (PLS), with the support of statistical software SmartPLS.Contributions and results: The results indicate that all the hypotheses of TAM are met in the Ecuadorian context, when assessing the acceptance of e-learning systems among undergraduate students at a state university. The main contribution was to identify that the perceived enjoyment, social influence and computer self-efficacy have a direct effect on the two main constructs of TAM, perceived ease of use (PEOU) and perceived usefulness (PU). It was also found that satisfaction (S) is highly influenced by PU and S influences the use of e-learning systems, being the first a specific contribution of this study. Technical support showed no influence on the fundamental constructs of TAM.Limitations: The research was conducted to undergraduate students in one state Category B university of Ecuador, being the reality of this country more complex, as there are four categories with different characteristics. We haven’t considered neither age, gender, graduate students nor socioeconomic status, among other student characteristics that may affect the investigation.Practical implications: Identifying the factors that influence the acceptance and use of e-learning systems will help to create and improve teaching and learning environments for undergraduate students. Allowing exploiting the benefits of these technological tools more efficiently, adapting them to management policies of the institutions of higher education.Originality/value: This paper presents empirical data on the use and acceptance of e-learning systems for undergraduate students of a particular university in Ecuador. No similar studies are evident in the country and the model can be considered for future studies of national scope.

EXPLORING THE M-LEARNING AS A FEEDBACK TOOL IN HIGHER EDUCATION

Mobile devices are playing an important role these days in education. Using mobile devices as an effective tool to promote learning could bring a prominent change. Mobile Learning is usually considered as the new tool in the education field for assisting teachers and students as it has expanded the options for the distance learning. Several studies have made attempts to assess the possible methods and the challenges related to the M-learning. This study investigates the effectiveness of M-learning for the undergraduate students in education, explores M-learning as a feedback tool and communication, and evaluates the current use of E-Learning system. For the purpose of data collection, recent researches related to using mobile technologies in learning were reviewed. Also, a survey was conducted using the five-point Likert scale, and the sample involved students and teachers, both belonging to Dar Al-Hekma University, KSA, so that the views of students and teachers can be determined. This study focuses on using mobiles as the feedback tool for students belonging to the creative field especially after the last day of classes, while they are in printing houses and photo shooting. The survey discusses the acceptance of M-Learning as a useful tool that facilitates the learning activities among the students more quickly. Moreover, using mobile learning may increase the learning capabilities of the students and meet the expectations of teachers. The study has shown that using the mobile phone as a feedback tool can allow enhancing the learning among students when they are off campus. It is recommended that Dar Al-Hekma University should take the services of experts to develop the mobile phone application and then provide access to the teachers and the students for ensuring the provision of the quality of education. However, this would need some time and financial resources for the implementation.

Heuristic Evaluation of an Institutional E-learning System: A Nigerian Case

Many African academic institutions have adopted the use of e-learning systems, since they enable students to learn at their own pace, time, and without restriction to the classroom. However, evidence of usability evaluation of e-learning systems in Africa is mostly lacking in the literature. This paper reports the experimental heuristic evaluation of the e-learning system of a Nigerian University. The objective is to demonstrate the application of expert-based usability evaluation techniques such as Heuristic evaluation for assessing the attributes of existing e-learning systems. The study revealed that while the e-learning systems has strong credentials in terms of support for Web 2.0 activities, good learning content and boasts of useful e-learning features, improvements are necessary in other areas such as interactive learning, assessment and feedback, and quality of learning content. The study adds to the body of extant knowledge in the area of usability evaluation of e-learning systems in African institutions.

Defining E-Learning Level of Use in Jordanian Universities Using CBAM Framework

This paper presents a continuous work related to the status and engagement with e-learning systems by faculty members in Jordanian universities. Previous research study entitled (Evaluating E-Learning System Use by CBAM-Stages of Concern Methodology in Jordanian Universities, 2015) focused on defining stages of concern using one tool that is presented by CBAM Framework. The CBAM Framework provides another tool that is used specifically for measuring level of use of any educational technology. This research focused on using CBAM framework for the first time in Jordanian Higher educational context in order to present a systematic and well-defined methodology for evaluation that will be used for defining the exact engagement with e-learning. It is believed that the results of this research can be reflected positively on universities future policies and practices for developing the use of this educational technology in Jordan

Study of E-learning through internet and its implication in university libraries of Delhi

The concept of e-learning of library serves is still not fully understood by many librarians. To conscious practice learning librarians have to be convinced that elearning is good for libraries. They should be aware that e-learning definitely improves and increases the effectiveness of libraries. Each library needs to identify the primary target learnings and the composition of needs that that it would like to serve as its key constituency. E-learning will be a successful teaching model for libraries. E-learning recently studies modulated that the use of e-learning system in university context increases productivity and allows learners to accomplish their tasks in more effective ways. The benefits of e-Learning are almost too numerous to count you can cover the material you have time, go over it as often as you need, all without traveling to the classroom. This article is related to Study of E-Learning through Internet and Its Implication in University Libraries of Delhi

College Students’ Perspectives of E-Learning System Use in High Education

The purpose of this study was primarily to create, on a digital learning platform, a digital learning environment with freedom from such constraints for a group of seven college students. The researchers selected seven students from the Applied English program that were taking part in an internship combination program at San Diego State University. The study makes use of in-depth interviews in carrying out a qualitative investigation to determine whether or not utilizing a digital learning system provides students with a superior mode of educational interaction. Thirty-minute interviews inquiring into the students' feelings about handling all coursework over the digital learning platform were held once every two months, for a total of three interviews per student during the semester. At the same time, the researchers made use of questions and uploaded homework from the students to record each student's progress, which formed the second class of data for analysis. Results indicate that compared with the traditional ways of learning, through the digital learning server system, teacher-student interactions increased, with the Real-time Discussion Area emerging as the students' favorite function. Moreover, the instructor was able to provide timely feedback, which was encouraging to these students living so far from home for the first time. In sum, the digital learning environment effectively assisted the teacher in establishing a ubiquitous learning environment.

Attitudes of Students Taking Distance Education in Theology Undergraduate Education Program towards E-learning Management System

Education is one of the biggest problems experienced by developing societies. Education is has an important place in individuals’ lives since it allows them to prove themselves within their society and to maintain their future lives. Today, with the development of the Internet, education can be given via e-learning management systems designed on the web. E-learning is a type of education that can present information to its users via the Internet. In order to facilitate the use of e-learning systems and to make these systems more systematic, Learning Management Systems (LMSs) have appeared. LMSs are softwares that allow management of learning activities. During the application of e-learning management systems that can be designed in line with the desired curriculum, the feedback provided by students taking education via this platform play an important role in the success of the system. In this respect, the present study aimed at determining the attitudes of students attending Distance Education Theology Undergraduate Education Program at Dicle University towards e-learning. For this purpose, the five-point Likert-type scale of “Attitudes towards ICT skills and e-learning” developed by Haznedar [23] was applied to the students. The results of analysis of the data collected from the students participating in the study revealed no significant difference in relation to e-learning between the students’ gender, years of computer use, weekly Internet use time, their preferences of types of education, their foreign language, their foreign language proficiency levels, and their learning motivation preferences. In the study, a significant difference was found in relation to e-learning between the participants’ preferences of study methods.