E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia

Abstract

In almost every corner of the world, the COVID-19 pandemic disrupted daily life and work. During the pandemic, e-learning technologies were critical and were the ideal alternative to the traditional classroom setting. Throughout the COVID-19 pandemic, Malaysia’s education system placed heavy emphasis on online learning in connection with new technological advances as a mode of interaction to substitute direct conventional instruction. The aim of this research is to determine student acceptability of e-learning implementation following COVID-19 in a pondok school in Kelantan. This study is intended to ascertain the implications of students’ characteristics and technology-acceptance models as well as the moderation effect of familiarity with technology on their future behavioural intentions to use e-learning. This research used a quantitative technique and included 100 students from a pondok school in Kelantan. Self-administered questionnaires were used to gather data. Partial least squares structural equation modelling (PLS-SEM) was used in the data analysis. Outcomes from this study showed that students’ characteristics are positively affected by their motivation, mindset, and computer competency. Perceived ease of use and perceived usefulness positively affect technology adoption. On the other hand, economic deprivation negatively affects technology adoption. Furthermore, students’ characteristics and technology adoption positively affect the behavioural intent to continuously engage in e-learning in the future. However, familiarity with technology does not moderate the relationship between a student characteristics and intention nor between the technology acceptance model and a student’s intention to use e-learning.

Post-COVID-19 e-learning acceptance and its impact on community college students in Kelantan, Malaysia: A quantitative analysis

“…Motivation is an important factor that affects student attitudes and learning behaviour at all levels of education. Previous studies have shown that the effectiveness of technology adoption in the field of education greatly depends on student motivation to use the system [1,2,17,18]. A study by Rahman, et al [2] emphasises that student motivation is one important indicator in helping students to understand the importance of continuing their studies online.…”

“…Previous studies have shown that the effectiveness of technology adoption in the field of education greatly depends on student motivation to use the system [1,2,17,18]. A study by Rahman, et al [2] emphasises that student motivation is one important indicator in helping students to understand the importance of continuing their studies online. Lamb, et al [19] suggest that student motivation to learn in an online environment relates to learning outcomes.…”

“…Other studies on e-learning in Malaysia conducted before the COVID-19 pandemic also utilised the TAM model to prove the significant relationship between student attitude and student behavioural intention to use technology [28,29]. Moreover, a study by Rahman, et al [2] on student behavioural intention to use e-learning during the post-COVID-19 era in pondok schools revealed that student mindset positively impacts student characteristics, which led to the acceptance of e-learning usage in the era. As a result, the following hypothesis was offered in this study:…”

“…The ability to use computers effectively is essential for students to succeed in higher education. Previous research demonstrates that computer competency significantly improves technology adoption and serves as a predictor of students' intent to continue utilising technology for learning [2,30,31]. However, Shuster and Pearl [32] opine that the competency of students increased with each successive group of students.…”

“…Recently, e-learning has been recognised as the most important component in all educational institutions, especially after the outbreak of the COVID-19 pandemic. The outbreak of the pandemic has forced education systems around the world to fully implement online learning since it is the most efficient mean of learning compared to the traditional classroom approaches [1,2]. This situation has caused a paradigm shift, resulting in online teaching and assessment practices continuing to gain importance at the tertiary level [3].…”