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11 – 20 of over 5000
Article
Publication date: 30 January 2009

Véronique Baudin and Thierry Villemur

The purpose of this paper is to present two classes of distance learning experiments, with feedbacks. The experiments are based on constructivism theory.

1801

Abstract

Purpose

The purpose of this paper is to present two classes of distance learning experiments, with feedbacks. The experiments are based on constructivism theory.

Design/methodology/approach

The paper adopts an experimental approach. Experiments are made with students. The assessments come from an analysis of questionnaires.

Findings

The results show technical evaluations and pedagogical evaluations of the e‐learning platform.

Research limitations/implications

There are functional improvements of the developed platform.

Practical implications

There are technical improvements of the developed platform.

Originality/value

This paper presents a student centered pedagogical approach supported by distant e‐learning platform.

Details

Interactive Technology and Smart Education, vol. 6 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 12 July 2022

Muhammad Arsam Qazi, Muhammad Aiyaz Sharif and Ather Akhlaq

Integrating e-learning into higher education institutions (HEIs) is a complex process. Several universities had tried to impart learning online, especially amid the spread of…

Abstract

Purpose

Integrating e-learning into higher education institutions (HEIs) is a complex process. Several universities had tried to impart learning online, especially amid the spread of COVID-19. However, they failed miserably due to the many barriers to online learning platforms’ delivery and acceptance. This study aims to explore the barriers and facilitators in adopting e-learning in HEIs of Pakistan by taking the perspective of key stakeholders involved in the management and administration of HEIs.

Design/methodology/approach

The authors recruited participants using purposive and snowball sampling. Interviews were conducted from a variety of participants, including academicians, administrators and information technology (IT) personnel. Data recorded was transcribed into verbatim and then analyzed using thematic analysis.

Findings

The analysis identified barriers and facilitators to the e-learning implementation. Barriers included lack of resources and training, lack of infrastructure, inadequate e-learning policies, absence of positive mindset among teachers and students and reservations and concerns about e-learning of parents and teachers. By contrast, facilitators included prior training and awareness (provided by HEIs regarding e-learning), the assistance of government and regulatory bodies (in terms of policy and training on e-learning), the role of IT (in development and implementation of online learning system) and good computer knowledge and skills of students and faculty. Moreover, respondents believed that teaching subjects online requires the availability of proper and complete gadgets, but these were hardly available due to high demand. Finally, the academicians and administrators believed that e-learning is indispensable in health emergencies such as COVID-19 and similar events ahead.

Originality/value

For the HEIs to sustain and grow, the adoption of e-learning is fundamental. Therefore, the government should provide the essential infrastructure for the HEIs to deploy e-learning modules, train faculty and ensure the availability of necessary equipment (e.g. network) and gadgets to faculty and students. From a theoretical perspective, the study provides a framework for similar future studies in other emerging markets, whereas practical implications of the study can assist the governments and HEIs of emerging markets in implementing the e-learning modes of education in times of health emergencies, such as COVID-19.

Details

Journal of Science and Technology Policy Management, vol. 15 no. 1
Type: Research Article
ISSN: 2053-4620

Keywords

Article
Publication date: 10 April 2009

Jan P. Tucker and Gary R. Gentry

This paper aims to clarify the challenges faced by higher education institutions such as budget cuts and the pressure to offer accessible, affordable anytime/anyplace learning and

3098

Abstract

Purpose

This paper aims to clarify the challenges faced by higher education institutions such as budget cuts and the pressure to offer accessible, affordable anytime/anyplace learning and offer a solution in the form of the development of an e‐learning strategy.

Design/methodology/approach

The paper explores recent research on higher education and e‐learning strategies in an effort to offer a participatory pedagogy coupled with cost effective technology as a solution to overcoming the increase in market demand and socioeconomic pressures facing higher education institutions.

Findings

The paper provides pragmatic insights about the five stages of developing an e‐learning strategy, including determining the delivery method and technology, making curriculum and development decisions, integrating implementation and roll out strategies and monitoring and evaluating the new e‐programs.

Research limitations/implications

The chosen research offers an approach as a starting point for developing an e‐learning strategy. Further research may be needed to generalize and apply the suggestions to individual higher education institutions.

Practical implications

The paper includes implications for higher education institutions and other organizations wishing to explore the option of e‐learning as a delivery system for knowledge, training and instruction.

Originality/value

This paper fulfils an identified need to study the implications of technology on learning.

Details

Foresight, vol. 11 no. 2
Type: Research Article
ISSN: 1463-6689

Keywords

Article
Publication date: 26 January 2022

Prokopia Vlachogianni and Nikolaos Tselios

The purpose of this study was to determine the impact of perceived usability and students' personality traits on their learning gain in an e-learning context at the university…

Abstract

Purpose

The purpose of this study was to determine the impact of perceived usability and students' personality traits on their learning gain in an e-learning context at the university level.

Design/methodology/approach

The factors examined are related to individual characteristics such as students' personality traits, as well as to perceptual characteristics such as the perceived usability of the platform used. A total of 110 undergraduate students participated in the study. A one-group pretest-posttest research design was adopted. Big 5 personality test, System Usability Scale (SUS) and a general knowledge assessment questionnaire were used.

Findings

Perceived usability of Zoom platform is statistically significantly correlated with students' learning gain (r = 0.294, p = 0.002, s). Concerning learning effectiveness in the current e-learning scenario, students' final performance was found to be statistically significantly higher than the initial (p = 0.000, s). A hierarchical regression analysis (R2 = 0.146) unveiled that Zoom's perceived usability and personality traits are significant predictors for learning gain (p = 0.011, s).

Research limitations/implications

The findings of this research provide important implications regarding the design of lessons in an e-learning context.

Social implications

A substantial fraction of the educational process is going online, especially in higher education. Thus, a thorough understanding of the factors which influence learning gain in an e-learning context is of significance.

Originality/value

The main contribution of this study is that it quantifies the variance of the learning gain explained by two factors, namely, SUS and personality.

Details

The International Journal of Information and Learning Technology, vol. 39 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 15 March 2022

Sodam Kim, Jumin Lee, Sang-Hyeak Yoon and Hee-Woong Kim

This study aims to propose and validate a model for e-Learning success based on students’ experiences in the “new normal.” To achieve this goal, this study focused on answering…

1445

Abstract

Purpose

This study aims to propose and validate a model for e-Learning success based on students’ experiences in the “new normal.” To achieve this goal, this study focused on answering three research questions: (1) What are the students’ experiential factors that impact e-Learning? (2) How do these experiential factors affect e-Learning success? (3) In what ways does a multimethod provide a comprehensive perspective and an in-depth understanding of students’ e-Learning experiences in the new normal?

Design/methodology/approach

This study applied a mixed-methods sequential approach using exploratory, confirmatory and complementary studies. First, this study undertook a text-mining exploratory analysis of the review data to extract e-Learning topics. Then, based on the Information Systems (IS) success model, this study identified an integrated framework drawn from the results of the text-mining analysis. Second, this study proposed an e-Learning, experience-based success model and corresponding hypotheses and conducted a confirmatory study with surveys to validate the model. Third, this study conducted in-depth interviews to better identify the phenomenon of interest.

Findings

The five factors extracted from the first stage are system quality, lecture content, teaching quality, online interaction and achievement. This study subsequently confirmed the significant relationships between the e-Learning success factors in the second stage based on the IS success model. Finally, a complementary study identified the importance of interactivity for e-Learning success in the new normal.

Originality/value

To the best of the authors’ knowledge, this paper is the first to develop an e-Learning success model using a comprehensive mixed-methods approach.

Details

Internet Research, vol. 33 no. 1
Type: Research Article
ISSN: 1066-2243

Keywords

Article
Publication date: 12 May 2022

Mohammed Hassan Makhlouf and Rawand Alani

This study aims to reveal the impact of e-learning on accounting education amid COVID-19 in Jordanian universities from the viewpoint of faculty members.

Abstract

Purpose

This study aims to reveal the impact of e-learning on accounting education amid COVID-19 in Jordanian universities from the viewpoint of faculty members.

Design/methodology/approach

The questionnaire is used as a study instrument distributed to faculty members at the Accounting Departments of the Jordanian public and private universities. Due to the COVID-19 pandemic, Google Forms has been used to distribute 117 questionnaires that have been analyzed via the partial least squares-smart program.

Findings

The results show a negative impact of learning difficulties on accounting education, a negative impact on the personal skills of faculty members on the digitization of accounting education, no impact on the personal skills of faculty members, a positive impact on training courses, the use of technology on accounting education and the digitization of accounting education, as well as a positive impact on the skills of faculty members on the digitization of accounting education.

Research limitations/implications

These results are significant in determining the adequacy of online learning for accounting education at the Accounting Departments of Jordanian public and private universities from the viewpoint of faculty members amid COVID-19.

Originality/value

This study highlights the impact of the e-learning system imposed amid COVID-19 on accounting education, teaching efficiency and the future of accounting education.

Details

VINE Journal of Information and Knowledge Management Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2059-5891

Keywords

Article
Publication date: 18 July 2023

Khurram Shahzad and Shakeel Ahmad Khan

The purpose of this study was to identify the effects of emerging technologies in e-learning on university librarians and libraries. The study also intended to identify emerging…

1150

Abstract

Purpose

The purpose of this study was to identify the effects of emerging technologies in e-learning on university librarians and libraries. The study also intended to identify emerging technologies in e-learning and challenges being faced to implement e-learning technologies.

Design/methodology/approach

The preferred reporting items for the systematic review and meta-analysis method was applied as the research methodology for conducting the study. A total of 25 core studies published in peer-reviewed journals were selected to conduct a systematic literature review. The data were analysed through a thematic approach.

Findings

The results of the study revealed that e-learning technologies assist library professionals to strengthen their expertise and support them in initiating smart library services to deliver customer-focused services. A shortage of skilled manpower, the unavailability of adequate IT infrastructure, a lack of technical support, copyright issues, poor planning and ineffective library leadership are major challenges to implementing emerging technologies in e-learning.

Originality/value

The study offers theoretical implications by adding valuable literature to the existing body of knowledge. It has a societal impact as it has offered recommendations and practical solutions for the successful adoption of emerging technologies in e-learning. The study also offers managerial implications to develop fruitful policies for implementing e-learning technologies for the innovative sustainable competence development of library manpower and implementation of smart library services.

Details

The Electronic Library , vol. 41 no. 4
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 11 December 2019

Asanka Gunasinghe, Junainah Abd Hamid, Ali Khatibi and S.M. Ferdous Azam

This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent…

3393

Abstract

Purpose

This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways.

Design/methodology/approach

The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis.

Findings

It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician’s adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning.

Research limitations/implications

Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician’s perspective using quantitative methodology.

Practical implications

The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect.

Social implications

Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance.

Originality/value

The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI’s administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.

Details

Interactive Technology and Smart Education, vol. 17 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 3 October 2022

Albanë Gashi, Genc Zhushi and Besnik Krasniqi

This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness…

Abstract

Purpose

This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.

Design/methodology/approach

For the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.

Findings

According to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.

Research limitations/implications

Even though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.

Practical implications

This research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.

Originality/value

This study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

Details

The International Journal of Information and Learning Technology, vol. 41 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 29 April 2021

Maruf Gbadebo Salimon, Sany Sanuri Mohd Mokhtar, Olayemi Abdullateef Aliyu, Maha Mohammed Yusr and Selvan Perumal

E-learning system has been widely acknowledged to have positive impacts on the learning process. Nevertheless, the intention to use it is globally low, thereby constituting…

Abstract

Purpose

E-learning system has been widely acknowledged to have positive impacts on the learning process. Nevertheless, the intention to use it is globally low, thereby constituting puzzles to be solved. This study aims to proffer some insights to solve the puzzles.

Design/methodology/approach

The data of the study were collected through an online survey among 425 students of four private universities using interactive electronic board systems. Partial least squares structural equation modeling was used to analyze the data.

Findings

The significant results of the study reveal that system quality, information quality and teaching materials significantly influenced perceived usefulness. Technology innovativeness and information quality also significantly influenced perceived ease of use. Perceived usefulness and perceived ease of use equally influenced e-learning intention.

Originality/value

This research is one of the few studies that conceptualize a framework to study intention to use e-learning generally, and interactive electronic board in particular among four private universities using technology innovativeness, system quality, information quality, perceived usefulness, perceived ease of use and teaching materials.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

11 – 20 of over 5000