scholarly journals An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

10.28945/4518 ◽  
2020 ◽  
Vol 19 ◽  
pp. 087-112 ◽  
Author(s):  
Yassine Safsouf ◽  
Khalifa Mansouri ◽  
Franck Poirier
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Causal Model ◽  
Self Regulation ◽  
Learning System ◽  
Assessment Model ◽  
Future Research ◽  
System Quality ◽  
E Learning ◽  
Learner Success

Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.

The Study of User Acceptance Toward E-Learning System in Higher Education

2017 ◽  
Vol 7 (2) ◽  
pp. 466
Author(s):  
Dana Indra Sensuse ◽  
Darmawan Baginda Napitupulu
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Evaluation Model ◽  
User Acceptance ◽  
Positive Influence ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
E Learning

<p>E-learning is a model of delivering learning content electronically with the help of computers and multimedia. ABC University has implemented the e-learning system for two (2) years in order to improve the quality of teaching and learning process. This study aims to determine the level of user acceptance, especially from the perspective of students. In other words, this study also wants to evaluate the implementation of e-learning systems in higher education as well as identifying any factors that encourage students to use e-learning system especially in ABC University. The research method used was survey with the approach of TAM (Technology Acceptance Model) as the technology acceptance evaluation model consisting of two main factors: perceived ease of use and perceived usefulness. The results showed perceived usefulness significantly positive influence on user acceptance, while perceived ease of use did not significantly influence on user acceptance. The perceived ease of use also significantly positive influence perceived usefulness. The variance of user acceptance could be explained by two factors about 50.5%. </p>

scholarly journals Constructivist Approach for E-Learning Effectiveness in African Higher Education Contexts

2021 ◽  
pp. 29-41
Author(s):  
Mohamed Elfateeh Alobeed A Ismail ◽  
T. Gnana Sambanthan
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Survey Methods ◽  
Self Regulation ◽  
Learning System ◽  
Learner Characteristics ◽  
African Countries ◽  
African Higher Education ◽  
E Learning ◽  
Three Phases

There is a spurt in online learning worldwide, particularly in Asian and African countries, after the COVID-19 pandemic. Outcomes Based Education (OBE), the new paradigm in Africa, India and elsewhere in the world promotes e-Learning as part of its Lifelong learning attribute. Design of such e-Learning system should incorporate features of autonomous learner’s characteristics (like African higher education students) for their preparedness and progression phases of e-Learning. This is due to the fact that the learning environment and learner characteristics, may differ from place to place and cultures. As per literature, principles of constructivist theory have been successfully adapted for e-Learning. Meta-cognition is a new addition to the OBE paradigm besides cognitive, affective and psychomotor domains, that plays important role in e-Learning. This paper attempts to construct metrics for meta-cognition using constructivist’s learning parameters, for analyzing three phases of e-Learning. Literatures are limited on meta-cognitive studies of e-Learner characteristics. The novelty of the paper is the adaptation of certain principles of ecological system on meta-cognition with literature support. Inductive research with appropriate methodology is applied for studying the effectiveness of e-Learning. Ecological factors in the meta-cognition aspects of the constructivist’s theory have been considered. Two parts are treated by the paper: i. Comparative study between Indian and African scenario; ii. Detailed study of selective African countries on the preparedness and progression phases of e-Learning. Survey methods have been chosen for obtaining feedbacks on scientifically designed questionnaire. Three hypotheses on the meta-cognitive aspects of self-regulation and a null hypothesis for the comparative study, have been constructed. Observations on the three phases of e-Learning have been documented and inferences drawn. Conclusions made out our research study along with the results presented will be of immense use to e-Learning system designers, particularly for the African scenario.

scholarly journals Assessing e-learning system in higher education institutes

2018 ◽  
Vol 15 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Muhammad Ali ◽  
Syed Ali Raza ◽  
Wasim Qazi ◽  
Chin-Hong Puah
Keyword(s):  
Higher Education ◽  
University Students ◽  
Technology Acceptance ◽  
Theory Of Planned Behaviour ◽  
Empirical Support ◽  
Learning System ◽  
Planned Behaviour ◽  
Web Based ◽  
Content Type ◽  
E Learning

Purpose This study aims to examine university students’ acceptance of e-learning systems in Pakistan. A Web-based learning system is a new form of utilizing technological features. Although, developed countries have initiated and established the concept for e-learning, developing countries require empirical support to implement e-learning. Design/methodology/approach This paper further explains a conceptual model that is based on the technology acceptance model (TAM). Earlier theories such as the theory of reasoned action (TRA), theory of planned behaviour (TPB) and decomposed theory of planned behaviour (DTPB) have been conducted on user behavioural intention (BI). TAM is considered as the most relevant framework in a Web-based context. To analyse the present study’s hypothesized model, structural equation modelling (SEM) has been used to statistically analyse self-reported sample data from 424 university students. Findings The results revealed that TAM, with the combination of new constructs, explains university students’ acceptance of the e-learning system reasonably well. Additionally, work life quality (WLQ) and facilitating conditions (FC) have a greater influence on the BI and the actual use (AU) of the e-learning system, respectively. Originality/value The study has also provided valuable implications for academics and practitioners for ways to enhance the acceptance of the e-learning system in the higher education of Pakistan.

scholarly journals The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education

10.28945/4659 ◽  
2020 ◽  
Vol 19 ◽  
pp. 891-930
Author(s):  
Ahmed Alshehri ◽  
Malcolm J Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Technology Acceptance ◽  
Tertiary Education ◽  
Perceived Usefulness ◽  
Learning System ◽  
E Learning ◽  
Learning Management ◽  
Organisational Factors ◽  
The Impact

Aim/Purpose: This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management System (LMS) in Saudi higher education. Background: There is a dearth of academic research on Saudi higher education to examine the effects of usability factors on students use of LMSs, so significant issues have not yet been examined. Methodology: Based on survey data from 605 respondents, the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was employed to assess the model. Contribution: The findings of the study may help colleges and universities to gain insights into the best way to promote e-learning system perceived usefulness and acceptance among students. Findings: The results confirmed that the UTAUT parameters are valid and robust in the context of LMS in Saudi Arabia. The dimension of social influence emerged to significantly influence the students’ intention and usage behaviour. The performance expectancy was affected by information quality and the system interactivity whereas the effort expectancy was influenced by system navigation, system learnability, and instructional assessment. The usability feature of interactivity was also demonstrated to influence students’ willingness to use the system. Recommendations for Practitioners: University policymakers are expected to benefit from this research for e-learning system acceptance in an academic setting and eliminate any impediments to its implementation. University students will be able to identify the factors and motivations driving their adoption of the system. In particular, usability, social, and organisational factors that affect their use of an e-learning system would be better understood. Recommendation for Researchers: The study should aid the research community in technology acceptance and usability studies to determine the students’ perceptions and experiences towards e-learning usability, social, and organisational factors that influence their acceptance, specifically in a Saudi context where students have unique psychological and social characteristics. Administrators and designers could also better understand areas of improvement for usability issues and develop design solutions based on the findings of this study. Impact on Society: The suggestions have been offered in order to accelerate and increase the use of e-learning services in Saudi higher education. System designers and administrators should have a better insight into the user interface design, considering system-independent metrics that could enhance user acceptance of e-learning systems. Future Research: The study focused on the students’ perspective, a natural progression of this work is to involve other e-learning stakeholders (teachers and administrators). This could enrich the research by providing a better understanding of undisclosed issues, offering different views about the implementation and use of an e-learning system in Saudi Arabia.

scholarly journals Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

2021 ◽  
Vol 13 (24) ◽  
pp. 13565
Author(s):  
Omar A. Alismaiel
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Virus Disease ◽  
Ease Of Use ◽  
Learning System ◽  
Equation Modeling ◽  
Adoption Process ◽  
E Learning ◽  
Task Technology Fit ◽  
Educational Sustainability

The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy.

scholarly journals An Empirical Study to Explore the Adoption of E-Learning Social Media Platform in Taiwan: An Integrated Conceptual Adoption Framework Based on Technology Acceptance Model and Technology Threat Avoidance Theory

2021 ◽  
Vol 13 (17) ◽  
pp. 9946
Author(s):  
Mei-Hui Peng ◽  
Hsin-Ginn Hwang
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning System ◽  
Equation Modeling ◽  
Research Framework ◽  
E Learning ◽  
Threat Avoidance ◽  
Acceptance Model

Currently, social media is ubiquitous and essential for social networking and content sharing. It is an effective platform for teaching and learning in higher education and provides a novel way to communicate between instructors and pupils. Thus, the purpose of this study was to present a research framework to examine students’ motivation to adopt an e-learning system with social medial platforms. This cross-sectional study used the questionnaire to collect data from the students in Taiwan. A framework has examined students’ motivation to adopt an e-learning system with social medial platforms based on the modified technology acceptance model (TAM) and technology threat avoidance theory (TTAT). The research framework was evaluated by structural equation modeling (SEM) and represented by Smart-PLS. A total of 262 valid responses were used for statistical analysis. The results recommended modified research model explains 77.0% of the variance of motivation to adopt (R2 = 0.77). The findings also supported perceived usefulness, perceived ease of use, perceived cost, perceived effectiveness, and self-efficacy significantly influenced students’ motivation to use. Results also indicated threat appraisal, perceived susceptibility, and perceived severity are not significant factors for predicting students’ motivation to adopt e-learning in higher education.

scholarly journals Acceptance of e-learning system at private university in Indonesia during the covid-19 pandemic: students' perspectives

2021 ◽  
Vol 13 (3) ◽  
pp. 104-113
Author(s):  
Achmad Solichin ◽  
Riki Wijaya
Keyword(s):  
Technology Acceptance ◽  
Student Attitudes ◽  
Structural Equation Models ◽  
Partial Least Square ◽  
Perceived Usefulness ◽  
Learning System ◽  
System Quality ◽  
E Learning ◽  
Acceptance Model ◽  
Student Acceptance

The Covid-19 pandemic in Indonesia has an impact on changes in policies and the learning process at Budi Luhur University (UBL). The complete online learning policy has been implemented since the 2nd semester of 2019/2020, which began in March 2020. Students and lecturers carry out teaching and learning activities through an e-learning system developed in 2005. Although it has been implemented for a long time, the level of acceptance has never been measured comprehensively. This research has a contribution in measuring the level of acceptance of the e-learning. In addition, before the Covid-19 pandemic, the use of the e-learning system was still partially implemented and only for a few courses. In this study, an analysis of the student acceptance of the UBL e-learning system was carried out by involving respondents and a more comprehensive acceptance model. The modeling used in this study refers to the Comprehensive Technology Acceptance Model (CTAM) with seven exogenous variables and five endogenous variables. Testing and analysis are based on variant-based structural equation models, namely Partial Least Square (PLS) using the SmartPLS application. The results show that nine main factors influence student acceptance of the e-learning system: system quality, content quality, information quality, accessibility, enjoyment, perceived ease of use, perceived usefulness, and student attitudes towards applications and behavioral intention to use. This research is helpful for UBL and other educational institutions as material for developing a quality e-learning system accepted by its users.

scholarly journals Status of e-learning Quality in Kenya: Case of Jomo Kenyatta University of Agriculture and Technology Postgraduate Students

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Kennedy Hadullo ◽  
Robert Oboko ◽  
Elijah Omwenga
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Teaching And Learning ◽  
Administrative Support ◽  
Course Design ◽  
The Body ◽  
Learning System ◽  
System Quality ◽  
Postgraduate Students ◽  
E Learning

There is a substantial increase in the use of learning management systems (LMSs) to support e-learning in higher education institutions, particularly in developing countries. This has been done with some measures of success and failure as well. There is evidence from literature that the provision of e-learning faces several quality issues relating to course design, content support, social support, administrative support, course  assessment, learner characteristics, instructor  characteristics, and institutional factors. It is clear that developing countries still remain behind in the great revolution of e-learning in Higher Education. Accordingly, further investigation into e-learning use in Kenya is required in order to fill in this gap of research, and extend the body of existing literature by highlighting major quality determinants in the application of e-learning for teaching and learning in developing countries. By using a case study of Jomo Kenyatta University of Agriculture and Technology (JKUAT), the study establishes  the status of e-learning system quality in Kenya based on these determinants and then concludes with a discussion and recommendation of the constructs and indicators that are required to support qualify teaching and learning practices

Developing a Framework to Evaluate E-learning System at Higher Education in Indonesia

2020 ◽  
Author(s):  
Meilia Agatha Priska ◽  
Dilla Aulia ◽  
Erlinda Muslim ◽  
Lidya Marcelina
Keyword(s):  
Higher Education ◽  
Learning System ◽  
E Learning

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

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