The adoption of e-learning beyond MOOCs for higher education

Abstract

Purpose This paper aims to explore factors influencing university students’ intent to take formal lectures completely through e-learning with cloud meetings. Design/methodology/approach This study has surveyed Chinese students who have experienced e-learning with cloud meetings as well as traditional massive open online courses (MOOC) without live dialogues. The data are analysed based on structural equation modelling to assess factors influencing students’ intent to choose e-learning with cloud meetings. Findings The findings show that as per the technology acceptance model, e-learning students who find learning to be easier with cloud meetings than MOOCs believe cloud meeting courses to be more beneficial and thus are more willing to take e-learning with cloud meetings. Originality/value This study compares e-learning with cloud meetings with MOOCs without live dialogues for the first time to highlight the value of open dialogues in real time for effective e-learning.

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

“…It is also noteworthy that the teacher's behavior critically mediates the relationship between system usability and learning outcomes, especially in epidemic crises such as COVID-19. This study's results are in line with those of previous studies by Burch et al (2015) and Liu (2021). They concluded that the perceived ease of use induces the perceived usefulness of the electronic learning system and their intention to use the system and high involvement within the educational process.…”

“…The damage caused by the epidemic crisis constitutes several prevailing challenges that are insufficiently investigated. Limited studies have examined the factors that influence the students' online learning outcomes in the HEIs affected by the forced social distancing during the COVID-19 pandemic period (Lie et al, 2020;Liu, 2021;Mallillin et al, 2020). Recent studies revealed that there is a need to further explore the structural and psychological factors affecting student online learning and engagement (Farrell and Brunton, 2020).…”

Will game-based learning enhance performance?

“…Online delivery platforms engage students in active learning (George et al, 2014;Kekkonen-Moneta and Moneta, 2002) and support self-regulated learning (Paechter and Maier, 2010). Prior research on systems characteristics has examined the features of e-learning systems (Davies and Graff, 2005;Liu, 2021). Liu (2021) uses the technology acceptance model to compare an e-learning system (massive open online courses) without virtual meetings to another e-learning system with virtual meetings.…”

“…Prior research on systems characteristics has examined the features of e-learning systems (Davies and Graff, 2005;Liu, 2021). Liu (2021) uses the technology acceptance model to compare an e-learning system (massive open online courses) without virtual meetings to another e-learning system with virtual meetings. The results reveal that college students in China perceive e-learning with virtual meetings on cloud conference platforms as easier to use and more beneficial, leading to increased usage of an e-learning system with virtual meetings (Liu, 2021).…”

“…Digital technology, cloud meeting platforms and social networking sites have become imperative solutions for communication Game-based learning and socialization (Khobzi and Teimourpour, 2014), especially during the pandemic. While educators worldwide have adopted digital platforms for online course delivery and academic activities (Liu, 2021), higher education institutions constantly face the challenging task of enhancing the quality of learning and course delivery to meet societal expectations on costs, efforts, competencies and educational outcomes (Pasewark, 2020). Thus, research is needed to provide insight into the design and implementation of technological tools for improving teaching methods to enhance engagement in learning (Apostolou et al, 2017;Sangster et al, 2020).…”