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

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

doi:10.1108/ecam-05-2021-0376

Cited by 26 publications

(77 citation statements)

References 89 publications

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“…The result that FC in the UTAUT2 model had no effect on the learners’ willingness to continue online learning is consistent with Tandon et al (2021) , they found that technology risk as an inhibitor emerged insignificant. However, Al-Karaki et al (2021) believed that technical needs were related to students’ satisfaction and success in distance learning, absence of the proper infrastructure would hinder the operation especially in courses with hands-on components.…”

Section: Discussion and Suggestionssupporting

confidence: 77%

“…As expected, EE, SI, HM, PV, and habits had a direct effect on BI, which were contrary to the results of Tandon et al (2021) , which showed that SI and PV did not emerge significant. Moreover, the significant effect of EE on BI was enhanced through the mediating effect of MS, and the effect of SI, HM, and PV on BI was enhanced through the mediation of SE.…”

Section: Discussion and Suggestionscontrasting

confidence: 75%

“… Tandon et al (2021) identified the facilitators and inhibitors for the adoption of e-learning for the undergraduate students by structural equation modeling (SEM), found that all the identified facilitators emerged significant except social influence (SI) and price value (PV), and technology risk emerged insignificant while all other inhibitors had significant impact on BI to adopt e-learning. Several researchers from different countries have explore the effectiveness and learners’ perceptions of online learning in higher education during COVID-19 ( Al-Karaki et al, 2021 ; Packmohr and Brink, 2021 ; Peimani and Kamalipour, 2021 ; Ranjan et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Improving the Behavioral Intention of Continuous Online Learning Among Learners in Higher Education During COVID-19

et al. 2022

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The COVID-19 pandemic caused colleges and universities to rely heavily on online learning to continue knowledge dissemination to learners. This study used the second-generation model of unified theory of acceptance and use of technology (UTAUT2) to comprehensively analyze the mediating effects of self-efficacy, which affects learners’ effective use of online tools for learning, and capability of metacognition and self-regulation, which can independently adjust learning progress into the UTAUT2 model, on the learner’s willingness to continue online learning [i.e., their behavioral intention (BI)] by constructing a UTAUT2-based e-learning model. This study administered questionnaires to undergraduates in universities in East China to collect data. The effects of performance expectancy, effort expectancy (EE), social influence (SI), and facilitating conditions (FCs), hedonic motivation (HM), price value (PV), and habits on BI (directly or through mediators) were analyzed through data analysis and structural equation modeling, and the UTAUT2-based e-learning model was accordingly modified. The results indicated that the self-efficacy enhanced the effects of EE, SI, FCs, HM, and PV on learners’ BI; that metacognition and self-regulation (MS) capabilities enhanced the effects of EE on learners’ BI; and that habits had a direct and strong effect on BI. This study also provided some suggestions to enhance higher education learners’ willingness to continue online learning, such as improving social recognition and support, careful design of teaching content, easy-to-use technology, financial support. These results and suggestions may guide colleges and universities in conducting, continuing, or enhancing online education, particularly as the pandemic continues.

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Section: Discussion and Suggestionssupporting

confidence: 77%

Section: Discussion and Suggestionscontrasting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

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Improving the Behavioral Intention of Continuous Online Learning Among Learners in Higher Education During COVID-19

et al. 2022

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“…Tando et al [20], in a study on facilitators and inhibitors of the adoption of e-learning by undergraduate students, investigated several factors such as PE and hedonic motivation (HE). They found that the students preferred online learning if they perceived it as beneficial for themselves.…”

Section: Introductionmentioning

confidence: 99%

Emergency Digital Teaching during the COVID-19 Lockdown: Students’ Perspectives

2022

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This paper presents a qualitative study of the experience of students of the shift from face-to-face learning to online learning during the COVID-19 lockdown in Norway. Detailed inputs were collected from 200 university students enrolled in a bachelor’s degree in information technology in Norway through an online survey. Their responses were categorized into three main themes: the teacher’s role, the life of a student, and digital learning. We found that, surprisingly, the students felt that the shift to digital learning had positive effects on their lives, such as the availability of more time for study, study flexibility through recorded lectures which could be reviewed repeatedly and anytime, and more time to pose questions. However, some students also pointed out negative effects such as more distractions, lack of structure, and a perceived invasion of privacy when required to turn on their cameras. The students valued the use of high-quality technical equipment as well as student engagement during online lectures, but also freedom of choice to participate.

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“…This situation has raised the interest of many researchers around the world, who have investigated it from various perspectives, such as exploring students' perception, satisfaction and evaluation of online learning (Peimani and Kamalipour, 2021b;Koh and Wong, 2021;Ceylan et al, 2021;Asadpour, 2021;Bakir and Alsaadani, 2022;Komarzy nska-Swie sciak et al, 2021;Alkhalil et al, 2021;Alnusairat et al, 2021;Elrawy and Abouelmagd, 2021); solving the challenges due to COVID-19 and proposing guidelines (Leon et al, 2021;G€ uler, 2022;Dennis, 2021); developing virtual reality (VR) approaches for education (Wu et al, 2021;Xi and Cong, 2022) and identifying facilitators and barriers for the adoption of online AE (Tandon et al, 2021). Most previous studies involved individual cases or a single country (e.g.…”

Section: Covid-19's Impact On Architectural Educationmentioning

confidence: 99%

Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Metinal

Ayalp²

2022

OHI

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PurposeThe impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.Design/methodology/approachSystematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.FindingsThe challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.Research limitations/implicationsThe study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.Originality/valueThis paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

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

Cited by 26 publications

References 89 publications

Improving the Behavioral Intention of Continuous Online Learning Among Learners in Higher Education During COVID-19

Improving the Behavioral Intention of Continuous Online Learning Among Learners in Higher Education During COVID-19

Emergency Digital Teaching during the COVID-19 Lockdown: Students’ Perspectives

Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

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