The future of blended learning in Jordanian universities post-Covid 19

Amarin, Nidal Zaki

doi:10.18844/cjes.v17i11.7572

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Furthermore, research into student attitudes has revealed a complex landscape of acceptance and resistance, shaped by factors such as technological readiness, the quality of e-learning platforms, and the adequacy of support provided by educational institutions. Researchers studied the impact of COVID-19 on the teaching-learning process and aimed to discover students' attitudes to online instruction and their intention to use and their actual use of e-learning platforms in various countries around the globe: Cambodia [5], China [6,7], Egypt [8], Ethiopia [9], Germany [10], Indonesia [11], Iraq [12], Japan [13], Jor-dan [14][15][16][17][18], Kenya [19], Mauritius [20], Malaysia [21][22][23], Morocco [24], New Zealand [25], Palestine [26], Poland [2], Saudi Arabia [4,[27][28][29][30][31], South Africa [32], and Uganda [33].…”

Section: Literature Reviewmentioning

confidence: 99%

E-Learning Platform Usage and Acceptance of Technology after the COVID-19 Pandemic: The Case of Transilvania University

Dimulescu

2023

Sustainability

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This research aims to examine the evolution of student attitudes toward the Transilvania University e-learning platform over a three-year period, encompassing the time before and after the COVID-19 pandemic. The study collected both quantitative and qualitative data through a structured online survey. Quantitative data were analyzed using descriptive statistics (frequency distribution) to measure changes in perceived ease of use, experiences, or degree of satisfaction, while qualitative responses were thematically analyzed to capture students’ comments about the platform within the Technology Acceptance Model (TAM) framework. The findings indicate an increased usage of the e-learning platform and satisfaction with the user interface post-pandemic, along with a reduction in reported technical issues. Moreover, a predominantly positive sentiment emerged from the thematic analysis of student feedback. These results provide universities with evidence that higher education facilitated by an e-learning platform is sustainable and capable of offering enriched learning experiences, extending beyond the pandemic context.

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Section: Literature Reviewmentioning

confidence: 99%

E-Learning Platform Usage and Acceptance of Technology after the COVID-19 Pandemic: The Case of Transilvania University

Dimulescu

2023

Sustainability

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“…In 2021, distance learning and blended learning were officially integrated into some elective and compulsory courses in Jordanian public and private universities (Zaida, 2019;Almamlaka, 2021). During the COVID-19 pandemic, The use of students and teachers in Jordanian universities increased their dependence on digital means of communication due to the success and effectiveness of some of them, such as Microsoft Teams, social media and e-learning, Jordanian universities have begun to adopt some of them as essential means of education and to rely on blended learning (Al-Adwan and Albelbisi, 2020;Amarin, 2022;Alnemrat et al, 2023;Madanat et al, 2023). The Ministry of Education has launched a national e-learning plan through knowledge networks across the country in partnership with the Ministries of Planning and Information and Communication Technology (Alnemrat et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Sustainable digital communication using perceived enjoyment with a technology acceptance model within higher education, in Jordan

AlDreabi,

Halalsheh,

Alrawashdeh

et al. 2023

Front. Educ.

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The technology acceptance model (TAM) has garnered considerable attention within higher education in Jordan, particularly during the COVID-19 pandemic. However, we still need to understand how to progress the TAM to enhance educational sustainability. “Perceived enjoyment” (PE) is a significant predictor of perceived ease of use, intention to use technology, use e-learning systems for educational sustainability, and attitudes toward using the TAM. This study aims to reveal the role of sustainable digital communication using PE with the TAM within higher education in Jordan. An online survey was conducted using a random sample of students at the University of Jordan, which reached 576 participants. The results of a subsequent path analysis of the survey data revealed that PE, perceived usefulness, perceived ease of use, and attitudes toward using digital communication strategies were dominant in affecting student intention to use sustainable digital communication. We found that the students would like to use digital communication strategies due to their ease of use and because they can enhance self-education. However, students need to enhance their usage skills, and to better understand digital communication strategies. Moreover, we found that the TAM, PE, perceived ease of use (PEU), and perceived usefulness (PU) immediately and favorably affect attitudes toward usage (ATU) and behavioral intention (BI). PEU negatively affected the intention of students to use technology through ATU, while PE had a significant impact on the PU, PEU, ATU, and BI of using digital communication strategies. Information and communication technologies (ICT) developers in the Jordanian Higher Education environment should create systems that are user-friendly and pertinent to the sustainability of student education, to raise their perceived ease of use. Managers should also encourage students to use ICT.

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The future of blended learning in Jordanian universities post-Covid 19

Cited by 2 publications

References 8 publications

E-Learning Platform Usage and Acceptance of Technology after the COVID-19 Pandemic: The Case of Transilvania University

E-Learning Platform Usage and Acceptance of Technology after the COVID-19 Pandemic: The Case of Transilvania University

Sustainable digital communication using perceived enjoyment with a technology acceptance model within higher education, in Jordan

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