Identifying the Drivers in the Adoption of Technology in Online Teaching, Learning and Assessment of an Undergraduate Architectural Program

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

doi:10.1109/econf51404.2020.9385467

Cited by 5 publications

(17 citation statements)

References 20 publications

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“…Previous studies conducted indicate that PER has a substantial impact on adopting web-based tools for learning (Tseng et al, 2019;Pynoo et al, 2011). A recent study by Bansal et al (2020) authenticates PER as a significant predictor measuring BEH in adopting technology by faculty teaching students of architecture. In this purview, the present study validates PER in context to the adoption of e-learning by students pursuing architecture courses in India.…”

Section: Hypotheses Developmentmentioning

confidence: 92%

“…Within the context of e-learning, FAC has emerged as a strong predictor in previous studies (Wong et al, 2019;Bansal et al, 2020) through theoretical and empirical findings (Foon and Fah, 2011). Further, in the studies conducted by Pynoo et al (2011) and Mittal et al (2021), it had an insignificant impact on BEH.…”

Section: Facilitating Conditions (Fac)mentioning

confidence: 99%

“…A few studies examined the effects of these four constructs on behavioral intention and technology use in the context of architecture discipline (Bansal et al. , 2020) and found it to be positive and significant.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

“…A few studies examined the effects of these four constructs on behavioral intention and technology use in the context of architecture discipline (Bansal et al, 2020) and found it to be positive and significant. Further UTAUT2 by Venkatesh et al (2012) incorporated three more constructs namely hedonic motivation, price value and habit.…”

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: Hypotheses Developmentmentioning

confidence: 92%

Section: Facilitating Conditions (Fac)mentioning

confidence: 99%

Section: Theoretical Background and Hypotheses Developmentmentioning

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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Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical Thinking, Learning Motivation, and Knowledge of Engineering Students

Dutta¹,

Mantri²,

Singh³

et al. 2023

J Sci Educ Technol

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Digital electronics is a fundamental subject for engineering students, and it enables the students to learn design-based approaches and solve complex engineering problems. Students learn about minimization techniques for reducing the hardware components and size of the circuit by solving complex Boolean equations. The Karnaugh map (K-map) is one such technique utilized in digital electronics to solve complex Boolean equations and design AND-OR-INVERT (AOI) logical diagrams. The K-map technique involves several steps to solve the Boolean expression, and students often find it difficult to follow the K-map process. In this study, an AR-based learning system was developed using Unity 3D and Vuforia SDK that aimed to teach the students about the step-wise operation of the K-map technique. An experimental study was conducted with 128 undergraduate engineering students to determine the impact of the AR learning system on the critical thinking skills, learning motivation, and knowledge gain of students. The students were divided into two groups: experimental group ( N = 64) and control group ( N = 64). The AR learning system was implemented in flipped learning mode and utilized to provide in-class activities during the learning. The experimental group students utilized the AR learning system for in-class activities whereas control group students performed in-class activities using the traditional approach. The experimental outcomes indicate that the use of AR technology has a significant positive impact on the critical thinking skills, learning motivation, and knowledge gain of students. The study also found that critical thinking skills and learning motivation have a significant positive correlation with the knowledge gain of students in the experimental group.

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Online Course use in Academic Practice: an Examination of Factors from Technology Acceptance Research in the Russian Context

Rotar

2023

TechTrends

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Identifying the Drivers in the Adoption of Technology in Online Teaching, Learning and Assessment of an Undergraduate Architectural Program

Cited by 5 publications

References 20 publications

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

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

Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical Thinking, Learning Motivation, and Knowledge of Engineering Students

Online Course use in Academic Practice: an Examination of Factors from Technology Acceptance Research in the Russian Context

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