Students’ use behavior towards e-learning tools during COVID-19 pandemics: Case study of higher educational institutions of Thailand

Muangmee, Chaiyawit; Kot, Sebastian; Meekaewkunchorn, Nusanee; Kassakorn, Nuttapon; Tiranawatananun, Somyos; Khalid, Bilal

doi:10.11591/ijere.v10i4.21821

Cited by 22 publications

(29 citation statements)

References 35 publications

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“…More specifically, PE significantly affected university students’ BI to use eLearning platforms meaning that using eLearning platforms will enable students to perform better in their studies. This finding is in agreement with many studies worldwide; Prasetyo et al ( 2021 ) in the Philippines; Muangmee et al ( 2021 ) in Thailand; Raza et al ( 2021 ) in Pakistan; Fouad Altameemi and Abdula Fatah Al-Slehat (2021), Abbad ( 2021 ), Dajani and Abu Hegleh ( 2019 ), in Jordan; Hassan ( 2021 ) in Egypt; Akbar ( 2021 ) in Bahrain; Buabeng-Andoh and Baah ( 2020 ) in Ghana; Tarhini et al ( 2017 ), in England; El-Masri and Tarhini ( 2017 ), in Qatar and the USA; Ain et al ( 2016 ) in Malaysia.…”

Section: Discussionsupporting

confidence: 94%

“…Some studies used the UTAUT model to investigate the factors that impact on university students' acceptance of e-learning in the context of the COVID-19 pandemic (e.g., Hassan, 2021 ; Muangmee et al, 2021 ; Prasetyo et al, 2021 ; Raman & Thannimalai, 2021 ; Raza et al, 2021 ), and their results revealed strong links of specific UTAUT constructs to BI of e-learning, as well as between BI and students' usage behavior of e-learning. These recent studies (published in 2020 and 2021) are initially discussed, followed by indicative studies conducted before the pandemic, while studies in the Greek context are reported at the end of this section.…”

Section: Literature Review: Research Related To University Students’ ...mentioning

confidence: 99%

“…Their findings revealed that Performance Expectancy and Learning Value significantly influenced students’ BI, while BI influenced the platforms’ usage. Muangmee et al ( 2021 ), in Thailand, applied the UTAUT2 in the context of the pandemic and reported that students’ BI to use e-learning tools was significantly (and positively) affected by PE, EE, SI, FC, HM, and LV (the largest positive effect), while BI effected actual usage. Raza et al ( 2021 ), in Pakistan, used the UTAUT model to determine the factors that affect students’ acceptance and use of e-learning systems (Learning Management Systems, LMS) during the pandemic.…”

Section: Literature Review: Research Related To University Students’ ...mentioning

confidence: 99%

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Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

Zacharis

Νικολοπούλου

2022

Educ Inf Technol

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The use of eLearning platforms has made it possible to continue the learning process in universities, and other educational institutions, during the Covid pandemic. Students’ acceptance of eLearning is important because it is associated with their engagement in the online teaching–learning environment. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT2: Venkatesh et al., 2012) to determine the factors predicting the behavioral intention of university students' to use eLearning platforms in the post-pandemic era. UTAUT2 was extended to include the constructs ‘Learning Value’ and ‘Empowerment in Learning’. 314 students from different universities across Greece participated by completing an online questionnaire. Performance Expectancy, Social Influence, Hedonic Motivation, Learning Value and Habit had a significant impact on students’ intention to use eLearning platforms to learn, while Facilitating Conditions and Learning Value had a direct impact on actual use. The findings enhance the research applying the UTAUT2 model, with the Learning Value, for the investigation of students’ intention to use eLearning platforms in the post-Covid era. We suggest for Learning Value to be included in future research in an educational context.

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Section: Discussionsupporting

confidence: 94%

Section: Literature Review: Research Related To University Students’ ...mentioning

confidence: 99%

Section: Literature Review: Research Related To University Students’ ...mentioning

confidence: 99%

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Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

Zacharis

Νικολοπούλου

2022

Educ Inf Technol

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“…It significantly makes a clear view that students have enhanced access to learning information and modern technologies. The increasing possibilities of access to useful information are obvious due to the current ICT development [ 20 – 24 ]. Additionally, it is mandatory to promote Education 4.0 to the current generation students in classroom lectures.…”

Section: Introductionmentioning

confidence: 99%

Impact of Education 4.0 among engineering students for learning English language

et al. 2022

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Education 4.0 is considered a significant technology for teaching and learning. The present study aims to explore the impact and the importance of Education 4.0 for improving English language learning in the perception of students in India, especially Hyderabad City. Moreover, Education 4.0 has bloomed as an important need to move along with the fast-growing education system of the world. But, it is a fact that many Indian students have complications and difficulties in learning English due to many reasons. The traditional methods of teaching are one of those reasons. Students learn only through the conventional methods, and they may find it boring and not effective. The education and mode of teaching have changed a lot, and it has attained a newer form of using the technology. Moreover, in the current era, where work from home and online teaching has become a new normal throughout the world, the technology used for teaching is inseparable. Hence, the authors are motivated to study the impact of Education 4.0 on improving English learning from Hyderabad, India. The methodology of the study has applied quantitative research. The study has employed pre-tested, close-ended questionnaires and post-assessment to gather data from the respondents to understand students’ performance in English language learning after implying Education 4.0. The five-point Likert scale has been used to analyse the collected data and to get mean values of responses. The total number of respondents is 145 students who pursue their engineering degrees in the select region. Among the collected data, most of them were from urban. The data obtained from the respondents proved that there is a direct correlation between the students’ perception and implementation of Education 4.0 in learning the English language. This study indicated that the respondents upheld Education 4.0 to improve English language learning in Hyderabad, India.

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“…Initially, MOOCs programs were used as open educational resources (OER) and were not designed to offer academic credits. However, with the advent of the coronavirus pandemic and the need for social distancing, many learning institutions have taken up the idea to offer educational programs in public schools and undergraduate degree programs [ 4 , 5 ]. The MOOCs have a different approach from the previous online learning programs as it is free and available for anyone to enroll.…”

Section: Introductionmentioning

confidence: 99%

Comparative analysis of variables that influence behavioral intention to use MOOCs

et al. 2022

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The purpose of this research was to investigate the key factors that influence behavioral intention to adopt MOOCs. The study was conducted in three countries namely, Poland, Thailand, and Pakistan. The study was considered significant considering the advancements in technology that have had an unprecedented impact on education, and the need to conduct learning online due to the COVID-19 to pandemics. The research adopted the Unified Theory of Acceptance and Use of Technology (UTAUT2) and extended it by including other variables including culture, social distancing, and absorptive capacity. The study was conducted using the quantitative methodology, where the data was collected using a structured questionnaire. The data was collected from a sample from each of the three countries, and sample sizes were 455, 490, and 513 for Poland, Thailand, and Pakistan respectively. The data were analyzed using Structural Equation Modeling (SEM) and multi-group SEM analysis. The results of the study indicated that effort expectancy and culture significantly and positively influenced behavioral intention to use MOOCs in all three countries. As well, absorptive capacity is mediated significantly by performance expectancy and effort expectancy. Facilitating conditions have a significant influence on MOOCs in both Thailand and Pakistan. Social influence has a significant influence on behavioral intention to use MOOCs in Thailand, hedonic motivation and price value have a significant influence on behavioral intention to use MOOCs in Poland, and the habit has a significant factor in Pakistan. The keys aspects influencing behavioral intention to Use MOOCs were different in Poland, Thailand, and Pakistan, in various factors which are performance expectancy, social distancing, price value, facilitating conditions, and social influence. The research recommended that it is important to evaluate the situation and prevailing conditions of the concerned country, before implementing the MOOCs and the associated online learning practices.

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Students’ use behavior towards e-learning tools during COVID-19 pandemics: Case study of higher educational institutions of Thailand

Cited by 22 publications

References 35 publications

Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

Impact of Education 4.0 among engineering students for learning English language

Comparative analysis of variables that influence behavioral intention to use MOOCs

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