Adoption, use and enhancement of virtual learning during COVID-19

Abstract

This study focuses on the uses of digital technology during teaching and learning. The preparedness, adoption, and use of virtual learning are inquired. Technology cannot enhance learning unless adopted, embraced, and effectively used. Three hundred and one (301) online questionnaires were administered to Higher and Tertiary institutions (HTEIs) students. The data were analyzed using the Structural Equation Model (SEM). Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI) were confirmed to be positive predictors of the Behavioural Intention (BI) to use technology. Facilitating Conditions (FC) is a non-significant construct to BI to use technology. Thus, irrespective of the availability of Information Communication Technologies (ICT) infrastructure and support needed to use virtual learning, students are forced to use virtual technology due to COVID-19. Pandemics such as COVID-19 force students and lecturers to use virtual learning irrespective of factors surrounding them. Pandemics are an anchor for the full embracement of virtual learning. Pandemic ‘like’ elements applied in the education system foster education. Google Classroom and its features prove to improve the teaching and learning processes. Chatbots and contextualized virtual Educational Humanoid robots enhance learning through interactivity. Pandemics need to be tested if they are a perfect fit as a new Unified Theory of Acceptance and Use of Technology (UTAUT) model construct. In addition, a model for effective blended learning during and post COVID-19 must be developed.

Education reform and change driven by digital technology: a bibliometric study from a global perspective

“…The COVID-19 pandemic has emerged as a crucial backdrop for the digital technology's role in sustaining global education, as highlighted by recent scholarly research (Zhou et al 2022;Pan and Zhang, 2020;Mo et al 2022). The online learning environment, which is supported by digital technology, has become the primary battleground for global education (Yu, 2022).…”

Understanding intention and use of digital elements in higher education teaching

“…In another study, it was found that, as long as instructors see a practice or type of knowledge as helpful in achieving their goals, they will engage in that practice or activity to acquire knowledge (Khong et al, 2022 ). In addition, the performance expectancy, effort expectancy, and social facilitation influence the intention of technology use in the classroom (Zhou et al, 2022 ). Another study indicated that facilitating conditions, subjective norms, and attitudes toward technology have a direct influence on prospective mathematics teachers’ intentions for technology use in their future classrooms; however, this study was not focused on teachers of higher education but, rather, on pre-service mathematics school teachers (Gurer, 2021 ).…”

Untitled

“…Instead of the most frequent language learning approaches used in higher education (e.g., face-to-face, blended/hybrid, flipped), TELL has emerged as one of the most important means of language learning in India. This change has been accompanied with a shift from teacher-centered to learner-centered approaches to learning, as learners become involuntarily dependent on technology (Dhawan, 2020) as part of the new normal (Zhou et al, 2022). Previous research looked into how learners accepted diverse forms of technologies including social networking tools (Alvi, 2021a) such as WhatsApp (Kaur et al, 2021), learning management systems (Camilleri & Camilleri, 2021), artificial intelligence for integrated learning (Mageira et al, 2022), and feedback (Alvi, 2021b).…”