Investigating the Attitude of Students Towards Online Learning

Reis, Zerrin Ayvaz

doi:10.4018/jea.2010100103

Cited by 4 publications

(2 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This created a new learning environment which had to be investigated in terms of its difference from the traditional one. The problem remains that there was minimal research on learners' attitudes towards the online learning environment before COVID-19 pandemic (Reis, 2010). According to Adnan (2018), there is evidence that students tend to understand better if multimedia tools are integrated into teaching.…”

Section: Introductionmentioning

confidence: 99%

The Remote Learning Experience in Lebanon: Learners’ Attitudes and Practices

Assaf

Nehmeh

2022

PEDAGOGICAL RES

View full text Add to dashboard Cite

Despite its flexibility, remote learning is a complex process which depends on several elements considered as pillars of online learning and which affect each other. The purpose of the study is to reveal the learners' feeling of social isolation while learning remotely as well as the effectiveness of online communication channels in ensuring learning support through content sharing with teachers and colleagues. Moreover, the learners' self-regulation skills were reflected through their practices while learning as well as through the value of being a part of the digital community. The learners' evaluation of their remote learning experience, their attitudes towards passing through this experience again and their suggestions to improve virtual learning were also examined in the last section of the survey.This study sheds light on the social isolation barrier while learning online as 49% of students reported that they always felt isolated. In fact, this disconnectedness was not compensated by online communication especially that around 31% of learners declared that using online communication with teachers and colleagues never helps them with the learning process. Morever, 55% of learners stated that they never prepare questions before joining online discussions or watching videos in virtual learning. Therefore, the lack of teaching presence -associated with the lack of learners' regulation skills -leads to the absence of learning presence in online learning. The results reflected the perspectives and attitudes of learners towards online learning as 44% of learners described their online learning experience as "bad, unsuccessful, and characterized by failure". Moreover, 63% of learners stated that they were not interested to pass through the online learning experience again. To improve the implementation of online learning, 55% of respondents suggested enhancing the teaching strategies whereas 47% of participants recommended improving the infrastructure and providing the required facilities. So, for integrating online learning, a viable strategy needs to be developed and made aligned with all the opportunities and challenges of online learning in the Lebanese context.

show abstract

Section: Introductionmentioning

confidence: 99%

The Remote Learning Experience in Lebanon: Learners’ Attitudes and Practices

Assaf

Nehmeh

2022

PEDAGOGICAL RES

View full text Add to dashboard Cite

show abstract

“…It can be noted that perceived enjoyment indicates a substantial factor that further describes the adoption or acceptance of technology especially from the view of undergraduates' students (Al Kurdi et al, 2020). Furthermore, Reis (2010) found that students with a high level of interest were considered to have positive attitudes towards the adoption in technology-based learning environments. With a greater experience in online learning, learners will have a better attitude towards technology-based learning.…”

Section: Integration Of Technology Acceptance Model (Tam)mentioning

confidence: 99%

A Descriptive Analysis of Lively Accounting Acceptance from the View of Accounting Education: The Integration of Academic Flashcards and Augmented Reality Technology

Omar¹,

Osman²,

Isa³

et al. 2023

IJARBSS

View full text Add to dashboard Cite

Due to the Covid-19 global pandemic, the use of technological advancement is increasingly becoming a great determinant in education which demands accounting educators to consistently establish new innovative teaching and learning methods. Accounting education seeks to develop concepts, rules and theories for solving accounting problems. However, teaching accounting in accounting education is not an easy task. Students ordinarily encounter the complexities of not just understanding the technical mechanisms, but also to apply the terminology and fundamentals of accounting. The main objective of this study is to develop primary results on the practicality of the main features of Lively Accounting which integrates flashcards with augmented reality application and to identify other expanded TAM variables towards technology acceptance of Lively Accounting. Reminiscing and understanding accounting theories is the main issue experienced by students. Therefore, Lively Accounting as a flexible educational tool creates a different style of experience where users can learn both offline and online. Descriptive approach was used in this present study. For data collection, questionnaires were distributed through an online platform and an illustrative video about Lively Accounting was disseminated to accounting students in UiTM Tapah. The major findings of this study discovered that the main attributes of Lively Accounting do satisfy the needs and preferences of students as it enhances students' knowledge and understanding for the related course. The acceptance of Lively Accounting is believed to be contributed initially by the constructs of perceived usefulness, perceived ease of use, perceived enjoyment and attitude toward use. It seems that students with a pleasant feeling about the usefulness of technology will be motivated to use and accept this new learning experience. Due to the demand for an innovative accounting learning tool, Lively

show abstract

Did accounting education remain resistant to digitalization during COVID-19? An exploratory study in the Tunisian context

Arfaoui,

Kammoun

2023

Journal of Accounting Education

View full text Add to dashboard Cite

Investigating the Attitude of Students Towards Online Learning

Cited by 4 publications

References 32 publications

The Remote Learning Experience in Lebanon: Learners’ Attitudes and Practices

The Remote Learning Experience in Lebanon: Learners’ Attitudes and Practices

A Descriptive Analysis of Lively Accounting Acceptance from the View of Accounting Education: The Integration of Academic Flashcards and Augmented Reality Technology

Did accounting education remain resistant to digitalization during COVID-19? An exploratory study in the Tunisian context

Contact Info

Product

Resources

About