scholarly journals Predictors of perceived importance and acceptance of digital delivery modes in higher education

2014 ◽  
Vol 22 ◽  
Author(s):  
Anne Mertens ◽  
Joachim Stöter ◽  
Olaf Zawacki-Richter
Keyword(s):  
Higher Education ◽  
Individual Performance ◽  
Learning Technology ◽  
Digital Learning ◽  
Student Survey ◽  
Perceived Importance ◽  
E Learning ◽  
Using Data ◽  
Acceptance Model ◽  
Digital Delivery

Teaching and assessment in higher education institutions are increasingly supported by digital tools and services. Students, however, perceive and value the importance of such e-learning offerings in very diverse ways. The goal of this article is to examine which predictors significantly influence students’ perceptions of the value of digital learning formats. Based on Küpper's acceptance model, we generate hypotheses that are subsequently tested using data from a German student survey. The results show that individual-related characteristics, especially motivation and orientation patterns of students, have a high impact on the perceived importance of digital learning formats. Our analyses indicate that besides individual performance and motivation, the practical orientation of a student is also a key predictor for a high rating of the importance of digital learning formats. An analysis of characteristics regarding the field of study shows that students who major in economic sciences, especially those who frequently work with digital learning formats in their classes, find them significantly more important than students who major in social science. Regarding innovation-based characteristics, students who express a need for flexible course offerings rate the use of digital learning formats as particularly important. The discussion provides an evaluation of the results of the student study based on the hypotheses and presents further implications.Keywords: digital learning formats; online learning; online learner characteristics; motivation; perceived benefit(Published: 15 April 2014)Citation: Research in Learning Technology 2014, 22: 23342 - http://dx.doi.org/10.3402/rlt.v22.23342

Issues of E-Learning in Third World Countries

2005 ◽  
pp. 1702-1707
Author(s):  
Shantha Fernando
Keyword(s):  
Higher Education ◽  
Learning System ◽  
Learning Technology ◽  
Content Development ◽  
Development Costs ◽  
Educational Environments ◽  
Virtual Universities ◽  
The World ◽  
Innovative Learning ◽  
E Learning

Around the world, e-learning is becoming popular, especially among higher education institutes (universities). Many highly ranked universities have either already deployed an e-learning system and are fully operational, or they are in a process of deployment where e-learning-based and non e-learning-based educational environments co-exist. It is also possible to find a few virtual universities. The amount of money and effort that has to be spent on e-learning is high. In addition to the initial e-learning system installation costs, there are ongoing maintenance, management and content development costs. Due to the rapid growth in the field of e-learning and the role it plays in today’s education systems, those working in the field have begun to introduce standards for different aspects of e-learning. The Open Knowledge Initiative (OKI) which is described as “a collaboration among leading universities and specification and standards organizations to support innovative learning technology in higher education” is an example (OKI, 2003).

scholarly journals Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

2019 ◽  
Vol 14 (03) ◽  
pp. 4 ◽  
Author(s):  
Sami Saeed Binyamin ◽  
Malcolm Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Content Quality ◽  
Instructional Assessment ◽  
E Learning ◽  
Acceptance Model

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

scholarly journals Aggregate-then-Curate: how digital learning champions help communities nurture online content

2012 ◽  
Vol 20 ◽  
Author(s):  
Andrew Whitworth ◽  
Fred Garnett ◽  
Diana Pearson
Keyword(s):  
Educational Institutions ◽  
Learning Technology ◽  
Digital Learning ◽  
Online Content ◽  
Digital Inclusion ◽  
Community Members ◽  
Step Process ◽  
E Learning ◽  
Funded Project ◽  
Work Done

Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decisionmaking and so on. For digital inclusion and inclusion in the informational and democratic processes of society more generally it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources. This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, ‘‘Aggregate-then-Curate’’ (A/C), was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in ‘‘digital learning champions’’, other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC) funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG.Keywords: curation; digital inclusion; object-centred sociality; ecology of resources; inclusion; online content; social media; digital learning champions; communities(Published: 19 December 2012)Citation: Research in Learning Technology 2012, 20: 18677 - http://dx.doi.org/10.3402/rlt.v20i0.18677

scholarly journals ПРОГРАМА ІНФОРМАТИЗАЦІЇ УНІВЕРСИТЕТІВ. СТРАТЕГІЯ, СТАБІЛЬНА ТА ЗМІНА СКЛАДОВІ

2018 ◽  
Author(s):  
O. P. Mintser
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Learning Technology ◽  
Management Information ◽  
Educational Content ◽  
Medical Field ◽  
Electronic Learning ◽  
E Learning ◽  
Higher Educational ◽  
Market Needs

The issues of program informatisation of higher educational establishments of the medical field, introduction of mixed learning technology, in order to increase the competitiveness of Ukrainian medical universities, the widespread use of e-learning, electronic learning management, information and methodological support for the development of educational content are considered. It is emphasized that there are currently no alternatives to informatisation of educational institutions, and the main goal of informatisation of higher education institutions in the medical field should be to ensure harmonization between market needs in medical and pharmaceutical specialists with specific competencies, with world tendencies and results of functioning of higher educational institutions.

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals THE IMPACT OF E-LEARNING TECHNOLOGIES ON QUALITY OF HIGHER EDUCATION

PRIMO ASPECTU ◽  
2020 ◽  
pp. 50-65
Author(s):  
Elena A. GORBASHKO ◽  
Natalia Sh. VATOLKINA
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Global Education ◽  
Communication Technologies ◽  
Digital Transformation ◽  
Learning Technology ◽  
Information And Communication ◽  
E Learning ◽  
The Impact

Digital transformation of society and economy led to the rapid spread of information and communication technologies (ICT) in higher education, which became a new driver of development for global education and for the emergence of the phenomena of e-learning and blended learning, introduction of new types of educational resources, and increased diversity of information and communication technologies in higher education, which also led to a rise in the number of publications in this field. The article considers the essence and offers a classification of technical tools of e-learning. The authors conducted a comparative analysis of approaches to the formation of models of quality of electronic services and information technologies, as well as specific models of e-learning quality. This allowed the authors to propose a model of e-learning quality and determine the set of consumer properties of e-learning technology. The reported study was funded by RFBR, project number 20-010-00571 "The Impact of Digital Transformation on Improving the Quality and Innovation of Services".

scholarly journals EFL Students’ Interpretations of E-Learning during COVID-19 using GETAMEL: Indonesian Higher Education Context

2021 ◽  
Vol 14 (2) ◽  
pp. 203-224
Author(s):  
Dedy Yulianto ◽  
Endang Setyaningsih ◽  
Sumardi Sumardi
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Learning Context ◽  
Negative Experiences ◽  
Use Of Technology ◽  
Global Pandemic ◽  
E Learning ◽  
Efl Students ◽  
Acceptance Model ◽  
Depth Interviews

While the use of e-learning has been around for decades, the global pandemic increased the number of investigations on e-learning exponentially. Earlier studies have given useful insights into the benefits/ impacts of e-learning. However, students’ acceptance of technology within the context of emergency EFL remote teaching is still under-researched. A qualitative study framed within the General Extended Technology Acceptance Model for E-Learning (GETAMEL) aims to shed light on the students’ acceptance of technology during pandemics based on their perceived experience. It reports the challenges, opportunities of e-learning, and projections on future use based on the current experience. To collect the data, a questionnaire consisting of open and closed questions was distributed to 89 participants. In-depth interviews were conducted with focal respondents after gaining their consent. The data were then analyzed using the interactive model of data analysis. This study reveals that regardless of the negative experiences and challenges in the use of technology in e-learning, the students held positive perspectives and saw opportunities to use technology during the COVID-19 pandemic. They projected their future practice using the technology. These indicate that the students well accept the use of technology in the e-learning context. The study concluded that using e-learning during a pandemic is the ideal way to continue learning. However, given the challenges that students face, some changes in the implementation of distance learning are still needed. Additional studies should address GETAMEL on EFL teachers in an Indonesian school, so we know about the acceptance of e-learning by in-service teachers.Keywords: COVID-19, EFL students, e-learning, GETAMEL, higher education

scholarly journals Usability and value of a digital learning resource in nursing education across European countries: a cross-sectional exploration

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kristin Hjorthaug Urstad ◽  
Esther Navarro-Illana ◽  
Bjørg Oftedal ◽  
Katharine Whittingham ◽  
Santiago Alamar ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Nursing Students ◽  
Binary Logistic Regression Analysis ◽  
Learning Resources ◽  
Digital Learning ◽  
Cross Sectional ◽  
Catholic University ◽  
E Learning ◽  
The University

Abstract Background Higher education is responsible for providing education that meets international benchmarks relevant to the needs of the international community. Due to the increase of digital tools in higher education, the possibility of sharing learning resources across nations has expanded. In the current project, a Norwegian university invited universities in Spain and the United Kingdom to adapt and translate e-learning resources originally developed for Norwegian nursing students for use within their respective Bachelor in Nursing programmes. Aim The aim of the current study was to gain insights into the usability and value for learning of e-compendiums shared and implemented across three European universities. Methods The study adopted a descriptive cross-sectional design and included nursing students from the University of Nottingham, Valencia Catholic University, and the University of Stavanger. Data were collected in Autumn 2017 through a questionnaire adapted from the validated “Centre for Excellence in Teaching and Learning Reusable Learning Object evaluation questionnaire” The questionnaire consisted of 19 items that included two aspects: e-compendiums’ value for learning and e-compendiums’ usability. The different study sites were compared using a binary logistic regression analysis. Subgroups of students were compared based on their gender and age. Results A total of 480 nursing students participated in the study. The e -compendiums were overall positively rated, especially for reinforcing and retaining knowledge. Compared to the students from the University of Stavanger, students from Valencia Catholic University rated the e-compendiums more positively in most aspects of learning. Students from University of Nottingham found the e-compendiums to be more important for learning engagement compared to students at the Norwegian study site, and no differences were found in any other aspects of learning. Younger students rated the interactivity and visual components as more important compared to older students. Conclusions Students from the University of Nottingham and Valencia Catholic University seem to accept the e-compendiums despite the fact that they were originally developed for use in another country. We argue that, when sharing e-learning resources across countries, an adaptation and translation process that includes a multicultural and multidisciplinary perspective should be carried out.

Utilitarian and Hedonic Motivations in the Acceptance of Web Casts in Higher Education

2011 ◽  
pp. 247-268
Author(s):  
Peter van Baalen ◽  
Jan van Dalen ◽  
Ruud Smit ◽  
Wouter Veenhof
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Streaming Video ◽  
Ease Of Use ◽  
Multimedia Presentations ◽  
Efficiency And Effectiveness ◽  
Learning Programs ◽  
E Learning ◽  
Acceptance Model ◽  
New Student

Today, many universities offer e-learning programs to reach new student markets and improve the efficiency and effectiveness of learning. A key component in e-learning programs are webcasts: condensed, live- and studio-recorded lectures made available, by streaming video technology, via the Web as multimedia presentations that combine videos, audio, lecture slides, and a table of contents (Day, 2008). Web lectures have the potential to become a vital technology in higher education as they enable students to take courses in a convenient and flexible way, at a time and place they prefer. The success of Web lectures in higher education depends to a large extent on the acceptance of the technology by students. To investigate these influencing factors we use the technology acceptance model (TAM), which has originally been developed by Davis, Bagozzi, and Warshaw (1992) and Davis and Venkatesh (1996) to explain the intention to make use of Information Technology. In this study, we are interested in the question what motivates students to use webcast? Most technology acceptance studies have focused on extrinsic (utilitarian) motives (increase in efficiency, ease of use and effectiveness, etc.) to explain the use of e-learning systems. However, recent research suggests that intrinsic (hedonic) motivations, like attractiveness and enjoyment play an important role as well.

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