Change of Processes in the COVID-19 Scenario: From Face-to-Face to Remote Teaching-Learning Systems

Abstract

COVID-19 has accelerated digital transformation in teaching-learning environments. Universities based on face-to-face models have had to quickly adapt their processes to ensure the success of remote teaching-learning systems in the last months. The growing demand for technological resources has meant an effort to understand the requirements and variables that affect students’ acceptance, intention to use, and adoption of these tools. This study aims to analyze students’ acceptance of online processes adopted by universities because of the COVID-19 scenario. Although this study is based on a Technology Acceptance Model (TAM), it also considers other factors, such as perceived efficiency and satisfaction. A questionnaire was built and distributed to 313 students. The data were processed using the Structural Equation Model (SEM) method. The results indicate that 30.7% of the students improved their views of remote education using online systems. However, 49.9% of students do not believe that face-to-face teaching-learning education will be replaced by virtual teaching-learning education in the long term. Our findings confirm that the enriched TAM model built provides a useful theoretical approach to understanding and explaining users’ acceptance of remote learning environments when there is a need to rapidly migrate from face-to-face to online teaching-learning processes.

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

“…These facts contributed to the maintenance of student satisfaction during the pandemic. These results are contrary to other studies on student satisfaction in online learning during the pandemic: Gallego-Gómez et al [8] and Yang and Huang [20]-although nonorganizational variables were supported-found higher levels of student satisfaction in online learning.…”

“…During the confinement period, communication at the university was affected [1,5]. Given the need to limit physical contact, information and communication technologies (ICTs) have become a crucial element; so, digital literacy has been an essential element in online learning during the pandemic period [7,8]. According to Tejedor et al [9] and Simon et al [10], the learning scenario established by the pandemic highlighted the need to improve the digital skills of university staff.…”

Reconstruction of Language Learning in Universities in the Post Covid-19

“…The implementation of online learning that is long enough to make lecturer supervision of students is limited, lecturers have difficulty controlling the character or attitudes of students during online learning, this has a negative impact on lecturers in the implementation of face-to-face learning to be carried out, lecturers need to prepare themselves in teaching students who are already accustomed to online learning and new habits acquired during online learning such as not listening to the lessons delivered because they are bored in online learning where lecturers cannot supervise simultaneously. Online learning is included in a learning system that does not meet each other face to face but uses a platform that can help the learning process that is carried out even though it is remote (Ellianawati et al, 2021;Gallego-gómez et al, 2021). Therefore, students may take online learning in various places and participate in online learning while playing, basically, students who are not disciplined due to the application of online learning are problems that lecturers must face in face-to-face learning that is carried out.…”

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

“…The original TAM consists of four factors: perceived usefulness, perceived ease of use, attitude, and behavioral intention to use. More and more scholars extended the TAM model with adding new influencing factors (e.g., self-efficacy, and risk perception) or integrating multiple models to describe public acceptance to further enhance the predictability of the model ( Gallego-Gómez et al, 2021 ; Vladova et al, 2021 ; Chou et al, 2023 ; Ohanu et al, 2023 ). The integrated model has a stronger explanatory power for acceptance willingness, which is widely regarded as the main model for studying public acceptance ( Venkatesh et al, 2012 ).…”

“…A model based on the integration of the original TAM and multiple external latent variables (influencing factors) is more explanatory and is a common practice in studying public acceptance ( Ye et al, 2023b ). Regrettably, current research mainly focuses on the acceptance of information technology teaching and blended teaching methods ( Wu et al, 2010 ; Fathema et al, 2015 ; Teo et al, 2019 ; Long and Khoi, 2020 ; Gallego-Gómez et al, 2021 ; Ohanu et al, 2023 ), and research results cannot be fully applied to inquiry-based teaching methods. This is because the influencing factors and their paths (e.g., direct effect, indirect effect or mediating effect) to influence acceptance were different regarding different research objects.…”