Acceptance of e-learning at university level during the Covid-19 pandemic situation-teachers’ and students’ perspective

• Autorzy: Ejdys Joanna , Kozłowska Justyna

Identyfikatory

DOI

10.17512/pjms.2021.23.2.07

Warianty tytułu

PL

Akceptacja e-learningu na poziomie uczelni w sytuacji pandemii Covid-19 perspektywa nauczycieli i studentów

• Języki publikacji: EN

Abstrakty

EN

The situation in higher education at the end of the first quarter of 2020 was both a surprise and a challenge for the University students, teachers and authorities. No one nowadays questions the advantages of e-learning, but the awareness of existing limitations may contribute to better implementation of e-learning and finally lead to higher effectiveness. Every new technological solution, especially when implemented quickly and without any preparation, raises many technological and social problems. The aim of the research was to determine a change in the level of acceptance of e-learning at the University level, in the period 2020-2021. The conducted surveys on representative samples of students and teachers has confirmed a more open attitude of students towards e-learning, compared to the group of teachers. In students’ opinion, e-learning in particular saves time, enables flexible classes schedules and improves communication with teachers. Unfortunately, teachers were not as optimistic as students.

PL

Sytuacja w szkolnictwie wyższym na koniec I kwartału 2020 r. była zarówno zaskoczeniem, jak i wyzwaniem dla studentów, nauczycieli i władz Uczelni. Nikt w dzisiejszych czasach nie kwestionuje zalet e-learningu, ale świadomość istniejących ograniczeń może przyczynić się do lepszego wdrażania e-learningu i ostatecznie doprowadzić do większej efektywności. Każde nowe rozwiązanie technologiczne, zwłaszcza gdy jest wdrażane szybko i bez żadnego przygotowania, rodzi wiele problemów technologicznych i społecznych. Celem badań było określenie zmiany poziomu akceptacji e-learningu na poziomie Uczelni w latach 2020-2021. Przeprowadzone badania na reprezentatywnych próbach studentów i nauczycieli potwierdziły bardziej otwarty stosunek studentów do e-learningu w porównaniu z grupą nauczycieli. W opinii studentów e-learning w szczególności oszczędza czas, umożliwia elastyczne planowanie zajęć i usprawnia komunikację z nauczycielami. Niestety nauczyciele nie byli tak optymistyczni jak studenci.

Słowa kluczowe

EN

e-learning; computer self-efficacy; ease of use; functionality; intentions for future use

PL

e-learning; komputerowa samodzielność; łatwość obsługi; funkcjonalność; zamiary wykorzystania w przyszłości

• Wydawca: Czestochowa University of Technology
• Czasopismo: Polish Journal of Management Studies
• Rocznik: 2021
• Tom: Vol. 23, No. 2
• Strony: 106--129
• Opis fizyczny: Bibliogr. 47 poz., rys., tab.

Twórcy

autor

Ejdys Joanna

• Bialystok University of Technology, Faculty of Engineering Management

autor

Kozłowska Justyna

• Bialystok University of Technology, Faculty of Engineering Management

Bibliografia

• 1.Abdullah F., Ward R. and Ahmed E., (2016). Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75-90.
• 2.Alamri M. M., Al-Rahmi W. M. Yahaya N., Al-Rahmi A. M., Abualrejal H., Zeki A. M. and Al-Maatouk Q., (2019). Towards Adaptive E-Learning among University Students: by Applying Technology Acceptance Model (TAM). International Journal of Engineering and Advanced Technology (IJEAT), 8(6S3), 270-276.
• 3.Almaiah M. A., Alyoussef I. Y., (2019). Analysis of the Effect of CD, Course Content Support, CA and Instructor Characteristics on the Actual Use of E-Learning System. IEEE Access, 7, 171907-171922.
• 4.Althunibat A., (2015). Determining the factors influencing students’ intention to use m-learning in Jordan higher education. Computers in Human Behavior, 52, 65-71.
• 5.Baber H., (2021). Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea. The International Journal of Management Education, 19(2), 100503.
• 6.Babić S., (2012). Factors that influence academic teacher's acceptance of e-learning technology in blended learning environment. E-learning-organizational infrastructure and tools for specific areas, 3-18.
• 7.Bruggeman B., Tondeur J., Struyven K., Pynoo B., Garone A. and Vanslambrouck S., (2020). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, Article 100772.
• 8.Buckley K. M., (2003). Evaluation of classroom-based, web-enhanced, and web-based distance learning nutrition courses for undergraduate nursing. The Journal of Nursing Education, 42(8), 367-370.
• 9.Chen H. R., Tseng H. F., (2012). Factors that influence acceptance of web-based elearning system for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35, 398-406.
• 10.Darmawan A., Umamah N., (2019). Testing of technology acceptance model on e-learning based edmodo framework: a perspective of students perception. Journal of Information Systems and Informatics, 1(1), 60-69.
• 11.Davis F. D., (1985). A technology Acceptance model for empirically testing new and-user information systems: theory and results, Unpublished Doctoral dissertation. MIT Sloan School of Management, Cambridge, MA.
• 12.Dhawan S., (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22.
• 13.Duffin E., U.S. student distance learning enrollment 2012-2018, May 5, 2020. Retrieved from www.statista.com/statistics/944245/student-distance-learning-enrollment-usa [01.03.2021].
• 14.Ejdys J., (2018). Zaufanie do technologii w e-administracji. Oficyna Wydawnicza Politechniki Białostockiej, Białystok.
• 15.Ejdys J., Gudanowska A., Halicka K., Kononiuk A., Magruk A., Nazarko J., Nazarko Ł., Szpilko D. and Widelska U., (2019). Foresight in Higher Education Institutions: Evidence from Poland. Foresight and STI Governance, 13(1), 77-89.
• 16.Gorączkowska J., (2020). Enterprise innovation in technology incubators and university business incubators in the context of Polish industry. Oeconomia Copernicana, 11(4), 799-817.
• 17.Hofer S. I., Nistor N. and Scheibenzuber C., (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121, 106789.
• 18.Hrtoňová N., Kohout J., Rohlíková L. and Zounek J., (20150. Factors influencing acceptance of e-learning by teachers in the Czech Republic. Computers in Human Behavior, 51, 873-879.
• 19.Hsiao C. H., Yang C., (2011). The intellectual development of the technology acceptance model: a co-citation analysis. International Journal of Information Management, 31(2), 128-136.
• 20.Hubackova S., Semradova I., (2016). Evaluation of Blended Learning. Procedia - Social and Behavioral Sciences, 217, 551-557.
• 21.Ibrahima N. K., Raddadi R. A., Darmasi M. A., Ghamdi A. A., Gaddoury M., Bar H. M .A. and Ramadan I.K., (2020). Medical students’ acceptance and perceptions of e-learning during the Covid-19 closure time in King Abdulaziz University, Jeddah. Journal of Infection and Public Health, 1, 17-23.
• 22.Ismaili, Y., (2021). Evaluation of students’ attitude toward distance learning during the pandemic (Covid-19): a case study of ELTE university. On the Horizon, 29(1), 17-30.
• 23.Jones C., Ramanau R., Cross S. and Healing G., (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & Education, 54, 3, 722-732.
• 24.Jung Y., Lee J., (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers and Education, 122(February), 9-22.
• 25.Littlefield J., (2018). The difference between synchronous and asynchronous distance learning, online, retrieved from: https://www.thoughtco.com/synchronous-distance-learning-asynchronous-distance-learning-1097959.
• 26.Khalid B., Lis,M., Chaiyasoonthorn W. and Chaveesuk S., (2021). Factors influencing behavioural intention to use MOOCs. Engineering Management in Production and Services, 13(2).
• 27.Lwoga E. T., (2011). Making web 2.0 technologies work for higher learning institutions in Africa. Campus-Wide Information Systems, 29(2), 90-107.
• 28.Mathivanan S. K., Jayagopal P., Ahmed S., Manivannan S. S., Kumar P. J., Raja K.T., Dharinya S.S. and Prasad R.G., (2021). Adoption of E-Learning during Lockdown in India. International Journal of System Assurance Engineering and Management, 1-10.
• 29.McBrien J. L., Cheng R. and Jones P., (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning,10(3), 1-17.
• 30.Mohammadi H., (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359-374.
• 31.Nelson K., Courier M. and Joseph G. W., (2011). An Investigation of Digital Literacy Needs of Students. Journal of Information Systems Education, 22(2), 95-109.
• 32.Olum R., Atulinda L., Kigozi E., Nassozi D. R., Mulekwa A., Bongomin F. and Kiguli S., (2020). Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda. Journal of Medical Education and Curricular Development, 7, 1-9.
• 33.Ozdamli F., Uzunboylu H., (2014). M-learning and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159-172.
• 34.Radin M., Riashchenko V., (2017). Effective pedagogical management as a road to successful international teaching and learning. Forum Scientiae Oeconomia, 5(4), 71-84.
• 35.Recker J., (2016). Reasoning about discontinuance of information system use. Journal of Information Technology Theory and Application, 17, 41-66.
• 36.Salloum S. A., Alhamad A. Q. M., Al-Emran M., Monem A. A. and Shaalan K., (2019). Exploring Students' Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model. IEEE Access, 7, 128445-128462.
• 37.Salter S. M., Karia A., Sanfilippo F. M. and Clifford R. M., (2014). Effectiveness of E-learning in pharmacy education. American Journal of Pharmaceutical Education,78(4): 83.
• 38.Sarbaini S., Jumadi J., Abbas E.W. and Rajiani I., (2019). Managing e-learning in public universities by investigating the role of culture. Polish Journal of Management Studies, 20 (1), 394-404.
• 39.Sensuse D. I., Napitupulu D., (2017). The study of user acceptance toward E-learning system in higher education. Indonesian Journal of Electrical Engineering and Computer Science, 7(2), 466-473.
• 40.Sumak B., Hericko M., Pusnik M. and Polancié G., (2011). Factors Affecting Acceptance and Use of Moodle: An Empirical Study Based on TAM. Informática, 35, 91-100.
• 41.The potential of Online Learning for adults: Early lessons from the COVID-19 crisis, OECD, 24 July 2020. Retrieved from: ww.oecd.org/coronavirus/policy-responses/the-potential-of-online-learning-for-adults-early-lessons-from-the-covid-19-crisis-ee040002/ [06.04.2021].
• 42.Toprak E., Ozkanal B., Kaya S. and Aydin S., (2007). What do learners and instructors of online learning environments think about ethics in e-learning?: A case study from Anadolu University. Paper presented at the European Association of Distance Teaching Universities Conference. Retrieved from http://www.eadtu.nl/conference-2007/files/R3.pdf [20.02.2021].
• 43.Umrani-Khan F., Iyer S., (2009). ELAM: a Model for Acceptance and use of e-Learning by Teachers and Students. In Proceedings of the International Conference on e-Learning, Institute of Technology Bombay, Mumbai, India, 475-485.
• 44.Venkatesh V., Bala H., (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Science, 39(2), 273-315.
• 45.Venkatesh V., Davis F. D., (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test. Decision Sciences, 27(3), 451-481.
• 46.Vladova G., Ullrich A., Bender B. and Gronau N., (2021). Students’ Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany. Frontiers in Psychology, 12, 636086-636086.
• 47.Yuen A. H., Ma W. W., (2008). Exploring teacher acceptance of e‐learning technology. Asia‐Pacific Journal of Teacher Education, 36(3), 229-243.

Uwagi

Opracowanie rekordu ze środków MEiN, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2022-2023).