The affect of lecturers' attitude on students' use of an online learning environment

Hammoud, Lamis; Love, Steve; Brinkman, Willem‐Paul

doi:10.1145/1473018.1473057

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…This is consistent with other studies that showed the importance of student attitudes to the success of online learning (Kramarski and Gutman, 2006; Zimmerman and Schunk, 2001). It implies that encouraging positive attitudes might enhance students’ desire for online learning, including attitudes of interest and confidence in using MOOCs (Presley and Presley, 2009; Hammoud, 2010).…”

Section: Discussionmentioning

confidence: 99%

Influence of massive open online courses implementation on satisfaction and continuance intention of students

Kineber,

Elshaboury,

Mostafa

et al. 2024

IJEM

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PurposeThe engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement.Design/methodology/approachThe study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches.FindingsThe result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment.Originality/valueThe study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.

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Section: Discussionmentioning

confidence: 99%

Influence of massive open online courses implementation on satisfaction and continuance intention of students

Kineber,

Elshaboury,

Mostafa

et al. 2024

IJEM

View full text Add to dashboard Cite

show abstract

“…Evidence suggests that since attitudes towards online interactions can influence students' approach towards working and learning online, establishing the attitudes that such students have towards online communication can help to align their learning for future careers (Correa, 2015). Furthermore, though the connection between students' online communication attitudes and actual performance on the job is difficult to see, positive attitudes have been seen to predict active engagement in online interactions (Hammoud, Love, & Brinkman, 2008;Korkmaz, 2012;Ku, Tseng, & Akarasriworn, 2013). Although social media are interactive avenues of sharing stories, the credibility of such sites as news sources is questioned.…”

Section: Attitudes Towards Social Mediamentioning

confidence: 99%

Influence of attitudes to social media use in professional learning on students’ online journalism self-efficacy beliefs

Njuguna

Mberia

Jjuuko

2020

Sotls

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With a wide variety of easily-accessible internet tools, social media have revolutionized the way people access, create and share information. Apart from facilitating social networking, these online platforms are also considered critical enablers of professional competence development, with perceptions of their use in promoting learning – in a domain like journalism – gaining currency. Using Rwanda as a case study, this article explores students’ attitudes towards social media use in professional learning and how these predict their self-efficacy for online journalism work. Empirical data was gathered from mass communication students from five Rwandan universities (n=143), who completed a researcher-constructed ‘online journalism self-efficacy’ (OJSE) survey. Descriptive findings indicated that the students are highly efficacious in most online journalism skills. Inferential statistical analysis demonstrate that the students’ beliefs, feelings and actions regarding social media as professional learning tools, significantly correlated with the students’ online journalism self-efficacy. The results disconfirm the null hypothesis that negate the existence of a significant relationship between these variables. In light of the study’s results, educators need to leverage the students’ positive social media attitudes to enhance and innovative student-centred teaching and learning approaches – where learners harness the affordances of the social media tools for their professional growth. Keywords: Online Journalism, Journalism students, Attitudes, Self-efficacy, RwandaHow to cite this article:Njuguna, J., Mberia, H.K. & Jjuuko, M. 2020. Influence of attitudes to social media use in professional learning on students’ online journalism self-efficacy beliefs. Scholarship of Teaching and Learning in the South. 4(2): 160-179. https://doi.org/10.36615/sotls.v4i2.134.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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“…Lecturers' attitudes toward the e-learning systems have been found to be affecting the students' attitudes and performance. Hammoud, Love and Brinkman (2008) revealed that instructors of electronic courses are playing a key role in encouraging students to use e-learning systems such as WebCT and use its tools to communicate. The study also found that the instructors' feedback and their observation of the students' progress affect the students' attitude towards e-learning positively.…”

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confidence: 99%

The Impact of Motivation and Social Interaction on the E-Learning at Arab Open University, Kingdom of Bahrain

Essam¹,

Al-Ammary²

2013

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E-learning can be considered as a useful tool for enhancing the quality of the educational process. However, the success of any technology application is dependent on how good it would satisfy the needs of its key stockholders, who compose the constituency of an organization and address their concerns. In the context of e-learning, students are the main stakeholders. Therefore, there is an emergent need to understand the factors that influence the use of e-learning to satisfy the students and improve their learning. The main aim of the current study is to investigate the factors that affect the use of e-learning by the postgraduate students at the Arab Open University. Factors such as motivation and social interaction were selected to be potential factors for using e-learning. Moreover, the effect of e-learning on the students' perceived satisfaction and performance was examined. The study sample is comprised of postgraduate students enrolled in the AOU-the Kingdom of Bahrain branch. One hundred and fifty surveys were distributed both in person and as a web survey. The results provide a great indication about the use of e-learning at the Kingdom of Bahrain. Results on the research model and hypotheses show that motivation is the main factor that has the most significant impact on using e-learning at the AOU, followed by student-student interaction. Student-instructor interaction has shown to have an indirect impact on e-learning via motivation.Keywords: Arab Open University; E-Learning; Motivation; Student-Student Interaction; Student-Instructor Interaction; Student's Perceived Satisfaction; Students' Performance Introduction E-learning presents new channels and approaches for the traditional method of teaching and learning. It is one of the innovative approaches for learning which challenge the traditional style of teaching and change the lecturers' work patterns (Freire, 1994;Singh et al., 2005). E-learning is defined as the use of modern ICT and emergent media such as Internet, satellite broadcast, interactive TV and so on to deliver instruction, information and learning content (Freire, 1994;Selim, 2007). Elearning provides more emergent teaching tools that facilitate more effective teaching methods compared to that of the traditional teaching methods (Volery et al., 2002). With e-learning, instructors' schedules are redefined, as well as their duties and relationships toward students (Young, 2002). Instructors are provided with superior teaching tools and methods, allowing them to test students in real business situations (Singh et al., 2005). In addition they are given the opportunity to distribute up-to-date course content in relatively no time and apply knowledge in contemporary situations (Teare, 2000). Moreover, using such innovative learning tools, instructor can eliminate the students' technical frustrations, enhance their social interaction and encourage their involvement in an online community (Singh et al., 2005).Although e-learning may increase access flexibility, eliminate geographical barriers ...

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The affect of lecturers' attitude on students' use of an online learning environment

Cited by 4 publications

References 11 publications

Influence of massive open online courses implementation on satisfaction and continuance intention of students

Influence of massive open online courses implementation on satisfaction and continuance intention of students

Influence of attitudes to social media use in professional learning on students’ online journalism self-efficacy beliefs

The Impact of Motivation and Social Interaction on the E-Learning at Arab Open University, Kingdom of Bahrain

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