Investigating students’ E-Learning attitudes in times of crisis (COVID-19 pandemic)

Çevik, Mustafa; Baki̇oğlu, Büşra

doi:10.1007/s10639-021-10591-3

Cited by 23 publications

(22 citation statements)

References 55 publications

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“…Universities realize the importance of student satisfaction which is one of the main indicators of learning success (Santini, Ladeira, Sampaio, & Da Silva Costa, 2017). In addition, e-learning readiness is increasingly focused on being improved as a provision in implementing elearning effectively and efficiently so that learning outcomes enjoy greater success (Adams et al, 2022;Cevik & Bakioğlu, 2022). This study proves the significant influence of technological competence, motivation and e-learning readiness on student satisfaction.…”

Section: Discussionsupporting

confidence: 52%

Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

Siregar

2022

JEELR

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The low levels of readiness for e-learning, followed by the low satisfaction levels experienced by university students during the COVID-19 pandemic, is a crucial yet confounding issue. Many reports relate the lack of technological competence and motivation to this problem. This study examined aspects of technological competence and motivation as antecedent factors that affect student user and e-learning readiness. In addition, the study also tested the determination of the role of e-learning readiness as a mediator of the indirect influence of technological competence and motivation on student satisfaction. The study involved 1228 university students from the province of Yogyakarta, Indonesia. Data collection was assisted by using a closed questionnaire with a five-point Likert scale tested for validity and reliability. Structural Equation Modeling was used to analyze the data through path analysis and bootstrap methods. This study showed that technological competence and motivation significantly affected e-learning readiness and user satisfaction. Furthermore, e-learning readiness was seen to act as a significant mediator in the indirect effect of technological competence and motivation on student satisfaction. Therefore, these results strengthen the theory that shaping student satisfaction in e-learning requires mature e-learning readiness. In forming this readiness, technological competence and balanced motivation are needed.

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Section: Discussionsupporting

confidence: 52%

Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

Siregar

2022

JEELR

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“…It can be inferred from the foregoing that the web-based learning mode does not yield negative response in respect of the performance of students who offered all the four mechanical engineering courses, thus making it a reliable alternative to in-person or at least a suitable complement to in-person in the online-offline hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Self-regulation, flexibility, and continuity in learning, which have been identified as key merits of the online learning mode [6], confirm the choice of the online mode as a suitable alternative [26][27][28] or complement to in-person learning in the online-offline hybrid mode, otherwise known as the blended learning mode, which has been advocated in a number of previous studies [23,[29][30][31][32][33][34][35][36].…”

Section: -Discussionmentioning

confidence: 85%

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

et al. 2022

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Advances in Information and Communications Technology (ICT) as well as the present challenges of COVID-19 have led to a new paradigm causing an absolute or partial transition from in-person classroom teaching-learning to online. There is little information available on research efforts that investigated the impact of an online learning approach on the academic performance of students in mechanical engineering-based courses. Therefore, the objective of this paper is the impact study of online learning mode as compared to in-person on academic performance of students in selected mechanical engineering courses in one of the Universities in South Pacific Islands prior-to-and-during COVID-19 Era. Data on grades obtained for 178 students that offered Fluid Mechanics, Thermodynamics, Heat Transfer, and Advanced Thermofluids (FTHA) courses were subjected to descriptive and non-parametric (Mann-Whitney and Kruskal-Wallis) statistical tests. Although descriptive analysis showed that online mode of instruction might influence a better academic performance in FTHA courses in comparison with in-person mode of instruction, the outcome of Mann-Whitney U and Kruskal-Wallis tests at specific p-values and corresponding z-values generally exhibited p-values higher than of 0.05, implying insignificant difference in performance between the two modes of learning investigated. Though the non-parametric statistical test results showed there was no significant difference in academic performance of students when online and in-person modes of learning were used, this, however, does not imply that a difference does not exist at all. Although the difference may be very trivial, descriptive analysis has shown that the online learning mode has at least exhibited better students’ academic performance when compared to in-person. It can be inferred from the foregoing that the online learning mode does not yield a negative response in respect of the performance of students who offered all four mechanical engineering courses. Based on the findings of this study, online is considered a reliable alternative to in-person or at least a suitable complement to in-person in the in-person-online hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Doi: 10.28991/esj-2022-SPER-017 Full Text: PDF

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“…The method of carrying out specially designed instructional activities through various mediums connecting teachers and student in cases where the implementation of physical classroom teaching is not possible due to the limitations of traditional learningteaching methods is distance education (Mustafa Çevik & Büşra Bakioğlu, 2021). Elearning evolved from distance education.…”

Section: Electronic Learning (E-learning)mentioning

confidence: 99%

“…The development of technology ensures the educational activities can be carried out through e-learning. E-learning or virtual learning involves educational activities conducted synchronously or asynchronously using designed course materials (Mustafa Çevik & Büşra Bakioğlu, 2021). An internet network is required by the teachers and learners when using the synchronous and asynchronous e-learning.…”

Section: Electronic Learning (E-learning)mentioning

confidence: 99%

“…The learning from home applied through online learning approach or using different information and communication technology is a solution to ensure the teaching and learning process could be continued (Leli Efriana, 2021) during the Covid-19 pandemic. The approach is used by the education institutions around the world which changed the physical classroom to digital learning classroom (Mustafa Çevik & Büşra Bakioğlu, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Language Learning Engagement Among Malaysian Undergraduates During MCO 1.0

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Loi

Lian

et al. 2022

MJSSH

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The Covid-19 pandemic has changed the education practice in Malaysia. Online mode has become the new teaching and learning norm in Malaysia. This study applied the L2 language learning engagement to investigate the language engagement and motivation among the undergraduates in online language learning during the pandemic. The study was conducted in one of the local universities, the University of Malaysia Sabah as the research site. A survey by using questionnaire and interview session were administered to collect data for the study. The research sample of the study comprised of 42 respondents and five interviewees and they were the second-year undergraduates. The research findings of the study showed i) the synchronised online classroom learning is the main platform for the undergraduates to practise their listening skill; ii) all the undergraduates practised their speaking skill in language learning through online mode; iii) the reading material for the undergraduate students to practise their reading skill is related to the language lessons and preparation of course work and iv) the undergraduates write in the language they learnt when preparing for their course work and texting their language lecturers. The study also highlighted the telcos played the most importance role in making the online teaching and learning successful.

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Investigating students’ E-Learning attitudes in times of crisis (COVID-19 pandemic)

Cited by 23 publications

References 55 publications

Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

Language Learning Engagement Among Malaysian Undergraduates During MCO 1.0

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