This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
E-learning has the potential to attract learners into the learning environment with its abundance of benefits. However, learners tend to discontinue the usage of the e-learning portal if their performance in the study is not encouraging. Therefore, the aim of this research is to discuss on pilot test process on a proposed new model before commencing the main research e-learning. A pilot study was conducted to assess the usability and reliability of the survey questionnaire. An online survey method was used to collect 108 data from higher education institutions (HEIs) in Malaysia. The results agreed that most of the constructs in the proposed model have Cronbach alpha ranges from 0.801 to 0.906 which indicates the constructs have good reliability. Therefore, the constructs in the questionnaire are acceptable for future research on a bigger scale. The result provides useful information to the e-learning portal adopted by HEIs on factors that could affect usage and further outcome of the e-learning portal. In order to contribute to the body of research in this context, the researcher describes the pilot test process and methodology before commencing with the main study. A new proposed model was used which integrates TPB theory, IS Success Model together with Attachment which may provide a more comprehensive model for examining e-learning usage outcomes. Most other similar studies mostly conducted on undergraduates but this study intends to focus on postgraduates in both public and private HEIs.
PurposeThe advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.Design/methodology/approachData were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.FindingsThe findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.Originality/valueThis study offered new insights into the intention to use online assessment among diverse student's background.
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