scholarly journals Online Learning Cognition as Perceived by Undergraduate Students in China Eastern Province

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Zezhao LIU ◽  
Haifeng Tian
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Eastern China ◽  
Perceived Usefulness ◽  
Future Research ◽  
Teaching Resources ◽  
Learning Practices ◽  
On Line ◽  
Instructor Characteristics ◽  
On Line Learning

Company with global educational reform brought by digital governance and the challenge of COVID-19 pandemic in the year 2020, it is quite necessary to explore learners’ recognition behaviors for on-line learning in the context of locked environment. By investigating on-line learning practices in China eastern provincial regions, the study attempts to disclose the undergraduate students’ perceptions on the issues pertaining to on-line learning and the innate critical factors for individual intention through the selected region of relatively-developed eastern China. A survey design was used for the study, and a close- ended questionnaire with the six point Likert scale was developed regarding the issues over on-line learning practices. The findings indicate that instructor characteristics and teaching resources are the predictors of the perceived usefulness of on-line learning, and perceived usefulness coupled with the joyfulness are the predictors of on-line learning recognition. While statistically significant, perceived adaptability was shown to own the weakest effect for on-line learning recognition among the predictors. All these results are consistent with previous studies in other China regions, proving the universal trait of learners’ perception and individual behavior towards on-line learning. Implications and future research are discussed eventually.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaoquan Pan ◽  
Wei Chen
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Use ◽  
Self Efficacy ◽  
Eastern China ◽  
Teacher Behavior ◽  
Perceived Usefulness ◽  
Future Research ◽  
Teacher Supports ◽  
The Relationship

This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors.

scholarly journals Exploring the Influence of Price and Convenience on Perceived Usefulness of On-line Banking within the TAM Framework: A Cross National (Canada and Spain) Decision Model

2013 ◽  
Vol 1 (2) ◽  
pp. 342 ◽  
Author(s):  
Jean-Pierre Maxime Lévy Mangin ◽  
Mario Martínez Guerrero ◽  
Normand Bourgault ◽  
José Manuel Ortega Egea
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Latent Variables ◽  
Marketing Channels ◽  
Perceived Usefulness ◽  
Future Research ◽  
On Line ◽  
Key Drivers ◽  
Acceptance Model ◽  
Cross National

<p><em>Nowadays, the Internet is a powerful mean to complement the traditional marketing channels used by banks. Based on the Technology Acceptance Model, this paper explores the importance of two external latent variables—‘Price’ and ‘Convenience’ —as antecedents of ‘Perceived Usefulness’ and consumer acceptance of on-line banking in a Canadian and Spanish environment; the results highlight the predictive power and accuracy of the model cross-nationally. In fact, the findings were quite similar in the Canadian and Spanish samples, and stress that ‘Perceived Usefulness’ and ‘Attitude’ are the key drivers of the consumers’ on-line banking acceptance. Conclusions and recommendations for future research are also provided.</em></p>

Aspects of e-Learning in a University

2012 ◽  
pp. 219-229
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals Reasons for Poor Acceptance of Web-Based Learning using an LMS and VLE in Ghana

10.28945/3742 ◽  
2017 ◽  
Vol 12 ◽  
pp. 189-208
Author(s):  
Isaac Asampana ◽  
Albert Akanlisikum Akanferi ◽  
James Ami-Narh
Keyword(s):  
Undergraduate Students ◽  
Ease Of Use ◽  
The Body ◽  
Perceived Usefulness ◽  
Future Research ◽  
Tertiary Level ◽  
It Infrastructure ◽  
Perceived Ease Of Use ◽  
Web Based ◽  
Web Based Learning

Aim/Purpose: This study investigates the factors that affect the post implementation success of a web-based learning management system at the University of Professional Studies, Accra (UPSA). Background: UPSA implemented an LMS to blend Web-based learning environment with the traditional methods of education to enable working students to acquire education. Methodology: An explanatory sequential mixed method was adopted, under the pragmatic paradigm, to investigate the level of acceptance of web-based learning by students. The effects of perceived usefulness, perceived ease of use, and other social factors were investigated. In all, 4500 final and third-year undergraduate students of UPSA made up the population. A sample size of 870 was used for this study. Contribution: This paper contributes to the body of knowledge by identifying the factors that hinder post-implementation of LMS at the tertiary level in Ghana and adds to the general literature available. Findings: The level of acceptance of LMS seems very low due to poor IT infrastructure, inadequate training, and the relevance of the system to quality lecture delivery. However, students’ intention to use LMS and the usefulness of LMS were perceived to be high, especially among students in higher levels. Recommendations for Practitioners: The authors recommend that IT infrastructure, especially reliable and fast internet connectivity, and adequate training should be provided. Recommendation for Researchers: Further research should be done to confirm if the provision of a more reliable internet system will boost students’ internet proficiency, which in turn will improve their utilisation of the LMS. Impact on Society: Help create awareness of schooling while pursuing a career and also improve interactions between students and lecturers. It will also improve enrolment and possibly reduce the cost of education in the long-run. Future Research: Researchers can look at the possibility of implementing total virtual learning systems at the tertiary level in Ghana.

scholarly journals On-Line Learning Assessment: Egyptian Universities as a Case Study

2021 ◽  
Vol 11 (10) ◽  
pp. 471-478
Author(s):  
Salwa Thabet Mekky ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Online Learning ◽  
Undergraduate Students ◽  
Learning Assessment ◽  
Learning Approach ◽  
Academic Quality ◽  
Higher Education Quality ◽  
On Line ◽  
On Line Learning

This article presents results of a study on the level of satisfaction of graduate and undergraduate students, instructors and higher education quality assurance experts with respect to online learning in the field of social sciences at Egyptian universities. A random sample of 577 students, 101 instructors and 6 quality experts participated in the survey. Results convey considerable variations between students affiliated to state universities, a 50% level of dissatisfaction on online learning compared to a 35% level of dissatisfaction to their counterparts at private universities, a one of the key indicators for the success of institutions to in shift from conventional to online learning approach. The study presents skepticism concerning conformance of fully online learning approach with academic quality assurance requirements and intended learning outcomes. Recommended policies aim for improvements in challenges related to environmental and technological variables such as the poor internet infrastructure and simultaneously the lack of training and application in Internet usage. Policies are pushing forward with drivers of satisfaction in distance learning instructional design, capacity building, integrative international academic quality measures to develop on-line learning practices in higher education in Egypt ensuring a boost stakeholders’ satisfaction.

The Use of Social Media in Knowledge Sharing Case Study Undergraduate Students in Major British Universities

2019 ◽  
Vol 9 (4) ◽  
pp. 19-32
Author(s):  
Motteh Saleh Al-Shibly
Keyword(s):  
Social Media ◽  
Knowledge Sharing ◽  
Undergraduate Students ◽  
User Behavior ◽  
Organizational Factors ◽  
Perceived Usefulness ◽  
Future Research ◽  
Media Technologies ◽  
Study Results ◽  
Use Of Social Media

This study aims to investigate how the social media tools can help the exchange of knowledge between university students to build a knowledge sharing culture. The purpose of this study is to examine the influence of individual and organizational factors, social media technologies (SMT) and knowledge sharing factors, thus predicting the online user behavior towards social media knowledge-sharing. Different methods such as (PLS) were used to analyze the study results in order to consider the influence of all constructs on the framework simultaneously. Therefore, a (157) online questionnaires were collected from undergraduate students in major British universities. The results reveal that knowledge sharing behavior had five positive factors: mutual trust, reciprocity, eWOM quality, perceived usefulness and perceived online attachment motivation. Practical implications, limitations and directions for future research are also discussed.

scholarly journals Predicting Users' Intention towards Using Library Self-Issue and Return Systems

2017 ◽  
pp. 102-115 ◽  
Author(s):  
Siti Nadhirah Mohmed Razip ◽  
Siti Fatnin Abdul Kadir ◽  
Siti Nur Aishah Saim ◽  
Farah Nadia Mohd Dolhan ◽  
Nurshamimi Jarmil ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Subjective Norm ◽  
Perceived Usefulness ◽  
Future Research ◽  
Intention To Use ◽  
Guiding Principle ◽  
New Findings ◽  
Self Service ◽  
Acceptance Model

This study aims to examine users' acceptance of library self-issue and return system by integrating Theory of Planned Behaviour (TPB)/Technology Acceptance Model (TAM) as the guiding principle. The research used a multiple regression for data analysis across a sample of 238 students. Their participation was purely voluntary. Empirical analysis confirmed that student's intention to use the library self-service by behavioural intentions and perceived usefulness. However, the subjective norm was found to be not significantly related to library self-issues and return system. This empirical results may benefit to the students and the librarians involved in self-issue and return system in library. The librarian could avoid a long queue of students in the library. For the students, they will be able to save time on borrowing or retuning the materials. This research offers a new findings compare to the previous study, where this research focus on undergraduate students in Malaysia. Next, the proposed framework could be used as a foundation for future research investigating students who had not applied the library self-service respond.

scholarly journals LO81: Bridging the GAP: A deliberate practice method for learning Genital Abnormalities in Prepubescent girls

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S35-S36
Author(s):  
K. Boutis ◽  
A. Davis ◽  
M. Pecarcic ◽  
M. Pusic ◽  
M. Shouldice ◽  
...  
Keyword(s):  
Child Abuse ◽  
Sensitivity And Specificity ◽  
Performance Metrics ◽  
Deliberate Practice ◽  
Pediatric Emergency ◽  
Learning Curves ◽  
Future Research ◽  
Physical Examination Skill ◽  
On Line ◽  
On Line Learning

Introduction: Correctly identifying pathology in pre-pubertal females is a high-stakes physical examination skill. Currently, learning this skill relies heavily on case-by-case exposure, which is variable, limited and often results in suboptimal skill. Thus, there is a need to develop and evaluate learning platforms that simulate the presentation and diagnosis of this important clinical task. We developed an on-line learning and assessment platform that allowed the deliberate practice of 158 pre-pubertal female genital image interpretations . We examined the quantity of skill acquisition by deriving performance metrics and learning curves. Methods: This was a prospective cross-sectional study administered via an on-line learning and assessment platform. Colposcopic images were acquired from a child abuse clinic. Two child abuse experts interpreted images to determine case solutions and 40% of cases had medical or traumatic pathology. Further, to validate image interpretations, a unique set of five child abuse and pediatric gynaecology experts reviewed the cases. Study participants were recruited from the USA and Canada and were required to complete all 158 cases. For each image, learners designated cases as normal or abnormal and if abnormal indicated the abnormal area on the image. The primary outcome was the change in accuracy, sensitivity and specificity. Results: We enrolled 107 participants, 26 medical students, 31 pediatric residents, 24 pediatric emergency fellows, and 26 pediatric emergency attendings. For all participants, the change in accuracy was +9.6% for accuracy (<0.001), +1.4% for sensitivity (p=0.6) and +15.7% (p<0.001) for specificity. The final score for accuracy, sensitivity and specificity was 79.5%, 66.1%, and 87.8%, respectively. There was no difference between learner types with respect to summary performance metrics (accuracy, p=0.15; sensitivity, p=0.44; specificity, p=0.54). Learning curves show maximal learning gains (inflection point) up until 100 cases. Conclusion: Deliberate practice of pre-pubertal female image interpretation was effective for ensuring predictable skill improvement for normal cases but was less effective for abnormal cases. Future research could examine how to refine the education tool to better serve diagnostic skill of abnormal cases.

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