Forced Shifting to e-Learning during the COVID-19 Outbreak: Information Quality, System Quality

Dwidienawati, Diena

doi:10.30534/ijatcse/2020/93922020

Cited by 27 publications

(8 citation statements)

References 28 publications

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“…Students' intentions to continue studying through the online medium had the most negative perception (2.97, with only 34.4% of the students expressing interest, and the mean score for it was likewise the lowest compared to the other elements. Previous studies found similar results with most of the respondents stating that they do not intend to use E-learning in the future [17], [5], [1], [7]. A different study claims that "e-learning crack-up" perception has a significant impact on student's psychological distress [8].…”

Section: Student's Perception Toward E-learning: Satisfactionsupporting

confidence: 61%

Information Technology Student’s Perception Toward E-Learning During Pandemic Covid-19

2021

IJATCSE

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The outbreak of COVID-19 has had a significant impact on the educational system around the world. It prompted the closure of educational institutions, which had a negative impact on the student activities all over the world. COVID-19 required confinement and isolation due to its infectious nature thus imposed seclusion, which has a significant impact on lecturers and student’s personal interactions. The quantitative approach has been adopted and responses using the data that collected through online questionnaires from 200 students from Department of Information technology and Communication at Politeknik Ungku Omar. This research was conducted during August – September 2021 and the data were recorded in SPSS and analyzed using descriptive statistics. This study reveals that the most difficulties in e-Learning to adjust their learning styles and maintain focus. Moreover, students also most of the students have less motivation when learning online compared to face-to-face learning. The mean perceived in the differences of perceptions according to gender, household income and area of residence are also have significantly different. this study reveals that most students satisfied with the lecturer’s teaching delivery through online platform. This item scores the highest score mean among other items. Most students recommend reducing workload and providing longer assessment times to improve motivation in an e-Learning environment. By giving light on the perspective of diploma students, the findings of this study add to current studies on students' perspectives and preferences for e-Learning education

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Section: Student's Perception Toward E-learning: Satisfactionsupporting

confidence: 61%

Information Technology Student’s Perception Toward E-Learning During Pandemic Covid-19

2021

IJATCSE

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“…There is a wide variety of activities that both instructors and students can do, including observational learning behaviors and Practical learning behaviors. (Dwidienawati and Musrin 2020) carried out research to find the factors affecting e-learning performance and satisfaction regarding students who have to attend online education due to COVID-19. The results indicated that service quality is one factor that has a considerable effect on students' satisfaction.…”

Section: Status Of Online Education During Covid-19 Pandemicmentioning

confidence: 99%

An extended hesitant fuzzy set using SWARA-MULTIMOORA approach to adapt online education for the control of the pandemic spread of COVID-19 in higher education institutions

et al. 2021

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The world has been challenged since late 2019 by COVID-19. Higher education institutions have faced various challenges in adapting online education to control the pandemic spread of COVID-19. The present study aims to conduct a survey study through the interview and scrutinizing the literature to find the key challenges. Subsequently, an integrated MCDM framework, including Stepwise Weight Assessment Ratio Analysis (SWARA) and Multiple Objective Optimization based on Ratio Analysis plus Full Multiplicative Form (MULTIMOORA), is developed. The SWARA procedure is applied to the analysis and assesses the challenges to adapt the online education during the COVID-19 outbreak, and the MULTIMOORA approach is utilized to rank the higher education institutions on hesitant fuzzy sets. Further, an illustrative case study is considered to express the proposed idea's feasibility and efficacy in real-world decision-making. Finally, the obtained result is compared with other existing approaches, confirming the proposed framework's strength and steadiness. The identified challenges were systemic, pedagogical, and psychological challenges, while the analysis results found that the pedagogical challenges, including the lack of experience and student engagement, were the main essential challenges to adapting online education in higher education institutions during the COVID-19 outbreak.

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“…This indicates that many studies can be considered as descriptive studies on the status quo of emergency remote teaching and learning. A small proportion of studies aimed to develop new measures and were explicitly concerned with psychometric analyses (e.g., Dwidienawati et al, 2020). 30.5% of studies employed qualitative data analyses, with a broad range of analysis approaches (e.g., content analysis, auto-narrative analysis), however 8.2% did not explicitly mention in their report, how they undertook their analysis.…”

Section: Fig 4 Data Collection Timelinementioning

confidence: 99%

Emergency remote teaching in higher education: Mapping the first global online semester (Pre-print)

Bond¹,

Bedenlier²,

Marín³

et al. 2021

Preprint

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Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

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Forced Shifting to e-Learning during the COVID-19 Outbreak: Information Quality, System Quality

Cited by 27 publications

References 28 publications

Information Technology Student’s Perception Toward E-Learning During Pandemic Covid-19

Information Technology Student’s Perception Toward E-Learning During Pandemic Covid-19

An extended hesitant fuzzy set using SWARA-MULTIMOORA approach to adapt online education for the control of the pandemic spread of COVID-19 in higher education institutions

Emergency remote teaching in higher education: Mapping the first global online semester (Pre-print)

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