A systematic literature review: Measuring user acceptance models in e-learning adopted in higher education institutes

Mousa, Ayad Hameed; Aljshamee, Mustafa; Mohammed, Ali Hussein; Mousa, Seham Hameed; Mousa, Sundus Hameed; Obaid, Hazim Allawi

doi:10.1063/5.0027409

Cited by 6 publications

(4 citation statements)

References 38 publications

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“…It requires stable digital infrastructure and platforms. Thus, its implementation demands many resources and a carefully designed plan to deliver a quality experience ( Mousa et al, 2020 ). As necessary and valuable as ERT is, its design does not necessarily consider the critical elements of quality online education ( Hodges et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

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Section: Introductionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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“…Mohamed et al (2021) This study intends to examine the published work on student satisfaction with e-learning in Malaysian higher learning institutions. Mousa et al (2020) This study aims to systematically review literature and categorize relevant studies using technology acceptance model (TAM) to provide an overview of measuring e-learning adoption user acceptance. Ntorukiri (2022) The goal of this study is to analyze empirical literature that identifies a significant technological gap among ICT policies and infrastructure, which significantly impacts ICT implementation.…”

Section: Prismamentioning

confidence: 99%

Systematic literature review on the holistic integration of e-learning in universities: Policy, human, financial, and technical perspectives

Hu,

Raman

2024

CONT ED TECHNOLOGY

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This systematic literature review (SLR) explores the integration of e-learning in universities, emphasizing a comprehensive approach that intertwines various mainstream perspectives. Despite numerous studies on e-learning implementation evaluation, few have holistically considered financial, human, technical, and policy factors. This review used PRISMA guidelines and sources from Scopus, Google Scholar, ERIC, SAGE, and ProQuest. Of 26 analyzed studies, seven core themes emerged: Policy, financial, technical, human, institutional factors, others, and an integrated perspective, further distilled into 13 sub-themes. Findings highlight the importance of an integrative framework for evaluating e-learning, underscoring the interplay between macro and institutional policies. Additionally, the authors recommend cross-national comparisons and data synthesis from stakeholders, including students, educators and directors, to fully grasp e-learning implementation dynamics. Distinctively, it adopts an integrated perspective, filling the research gap by emphasizing overlooked financial considerations and presenting a comprehensive view through an SLR. By drawing insights from human, finance, technical, and policy perspective, the study provides a multidimensional lens on e-learning. This forward-looking approach not only captures the current state of e-learning integration but also charts future research directions, establishing its originality and significance in higher education.

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“…Researchers also reported that a small percentage of the articles analyzed (6%) focused on teachers [22]. In another systematic review regarding teachers and students [23], researchers analyzed 50 publications that aimed to investigate the acceptance of technology at that level. In the results, the authors indicate that most of the research using the TAM model refers to education linked to information and communication technologies and how this model could identify relevant elements from the point of view of teachers as well as students [23].…”

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

et al. 2021

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Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the beginning of ERT (March 2020) considering three variables: the time spent by teachers in the LMS during that semester, the percentage of LMS’s resources their students viewed during the semester, and the final academic performance of the same students at the end of that semester (September 2020). This study included 251 teachers (57% male) and 12,185 students (45% male). We measured the teachers’ level of acceptance with the Spanish version of the Questionnaire Technology Acceptance Model (TAM). We found that the relation between the teacher’s acceptance and their time spent on the LMS was significant and positive (rho = 0.24, p < 0.001). In addition, teachers’ perception of LMS’s easiness is related to the percentage of educational resources their students utilized (rho = 0.26, p < 0.001). Finally, we found a relation between the usefulness dimension of the TAM to the academic performance of the students at the end of that semester (rho = 0.18, p < 0.01). Considering these results, we discuss practices for implementing quality education.

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A systematic literature review: Measuring user acceptance models in e-learning adopted in higher education institutes

Cited by 6 publications

References 38 publications

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Systematic literature review on the holistic integration of e-learning in universities: Policy, human, financial, and technical perspectives

Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

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