Barriers to the Adoption of Technology in Learning and Assessment of Undergraduate Architecture Students

Bhandari, Harveen; Tandon, Urvashi; Bansal, Kanika; Mittal, Amit

doi:10.1109/3ict51146.2020.9311971

Cited by 3 publications

(29 citation statements)

References 19 publications

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“…The absence of formal training in technical skills for e-learning becomes a technological barrier (Wong et al, 2019) while communication gap arises because of loss of physical contact in the classroom environment resulting in weak understanding during the e-learning process both by the faculty and students of architecture (Dhawan, 2020). Interaction barrier was thus validated and emerged as a significant perceived risk facet in the research by Bhandari et al (2020). The impact of the personal perceptions of the faculty members about a student's performance while evaluating online justifies the inclusion of evaluation risk in HEI.…”

Section: Multimedia Instructions (Mul)mentioning

confidence: 97%

“…The reactions and perceptions of users of such online services can be assessed by measurement of “perceived usage risks” wherein perceived risk comprises of facets namely performance, financial, time, psychological, social, privacy and overall risk (Featherman and Pavlou, 2003). In the case of adoption of online services, perceived risk has been tested to significantly impact behavioral intentions (Bhandari et al. , 2020; Martins et al.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

“…The reactions and perceptions of users of such online services can be assessed by measurement of "perceived usage risks" wherein perceived risk comprises of facets namely performance, financial, time, psychological, social, privacy and overall risk (Featherman and Pavlou, 2003). In the case of adoption of online services, perceived risk has been tested to significantly impact behavioral intentions (Bhandari et al, 2020;Martins et al, 2014). Bhandari et al (2020) tested five risks namely technological, evaluation, interaction, time and psychological risks that are faced by students of architecture and act as barriers to adoption of online learning.…”

Section: Theoretical Background and Hypotheses Development 21 Theoret...mentioning

confidence: 99%

“…In the case of adoption of online services, perceived risk has been tested to significantly impact behavioral intentions (Bhandari et al, 2020;Martins et al, 2014). Bhandari et al (2020) tested five risks namely technological, evaluation, interaction, time and psychological risks that are faced by students of architecture and act as barriers to adoption of online learning. O'Doherty et al (2018) concluded that the chief barriers that affect the adoption of e-learning include the time restriction, negative approach of all the involved, weak technical skills, insufficient infrastructure, lack of organizational strategies and support.…”

Section: Theoretical Background and Hypotheses Development 21 Theoret...mentioning

confidence: 99%

“…Academic tenacity considers the students' mindset and skills to achieve higher-order goals and endure associated challenges while achieving it (Dweck et al, 2014;Kannangara et al, 2020). For students of architecture, consistent working for long hours and presenting their design scheme through innovative use of different software is ingrained as a study culture (Bhandari et al, 2020;Bansal et al, 2020). Therefore, these students are more likely to adopt online technology while preparing and delivering presentations.…”

Section: Multimedia Instructions (Mul)mentioning

confidence: 99%

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E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Tandon

Mittal

Bhandari

et al. 2021

ECAM

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PurposeThis study identifies the facilitators and inhibitors for the adoption of e-learning for the undergraduate students of architecture. Nine constructs are identified as facilitators and five constructs are identified as inhibitors to the adoption of online learning systems in the context of the study. These constructs were used to propose a research model.Design/methodology/approach596 architecture undergraduates responded to a structured questionnaire. The questionnaire was finalized after a pilot study and included standard scale items drawn from previous studies. An exploratory factor analysis was followed by structural equation modeling (SEM) to test the proposed model.FindingsAll the identified facilitators emerged significant except social influence and price value. Furthermore, technology risk emerged insignificant while all other inhibitors had significant impact on Behavioral Intention to adopt e-learning.Research limitations/implicationsThe study has strong implications in academia as HEIs in developing countries need to make their students computer proficient, boost the implications of e-learning services by mitigating risks and motivating students to acquire knowledge through flexible e-learning modules.Originality/valueThe COVID-19 pandemic forced educational institutions to switch to online modes of learning. For students of architectural programs in a developing country like India, this has been unprecedented and has brought in a new set of challenges and opportunities. With the extension of the pandemic induced lockdown in educational institutions, students – and other stakeholders – have no choice but to adapt to this new normal of dependence on remote learning.

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Section: Multimedia Instructions (Mul)mentioning

confidence: 97%

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Section: Theoretical Background and Hypotheses Development 21 Theoret...mentioning

confidence: 99%

Section: Theoretical Background and Hypotheses Development 21 Theoret...mentioning

confidence: 99%

Section: Multimedia Instructions (Mul)mentioning

confidence: 99%

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E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Tandon

Mittal

Bhandari

et al. 2021

ECAM

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Investigating the Role of Smart Learning Spaces and Smart Technology in Student Engagement

Kansal,

Kaur,

Bhandari

2023

2023 Second International Conference on Smart Technologies for Smart Nation (SmartTechCon)

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Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

Metinal,

Gumusburun Ayalp

2024

Sustainability

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Due to their unique requirements, the COVID-19 pandemic precipitated an urgent shift toward online education, profoundly impacting disciplines such as architectural education (AE). While online education has demonstrated efficacy in theoretical domains, practical disciplines like AE face significant challenges, particularly in design studios (DS). This study aims to identify the critical factors affecting the success of online architectural education for sustaining educational quality amid crises. A comprehensive systematic literature review was undertaken, followed by the development of a questionnaire encompassing 53 challenges pertinent to online architectural education (OAE). The questionnaire was administered to architecture students who had experienced OAE, resulting in 232 fully completed responses. Twenty-four critical challenges (CCs) were identified through normalized mean value analysis. Exploratory factor analysis revealed three pivotal factors, subsequently validated by confirmatory factor analysis. A structural equation model (SEM) was constructed to elucidate the magnitude of impact exerted by these critical factors on the success of OAE. Critical challenge factors encompassed obstacles to (1) interactive, communicative, and collaborative social learning, (2) inexperience and technical constraints, and (3) enhanced accessibility, and self-sufficiency. These findings represent a first and novel contribution to this domain, distinct from previous research endeavors, by delineating the primary factors critical to the success of OAE.

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Barriers to the Adoption of Technology in Learning and Assessment of Undergraduate Architecture Students

Cited by 3 publications

References 19 publications

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Investigating the Role of Smart Learning Spaces and Smart Technology in Student Engagement

Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

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