Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

Nagovitsyn, Roman Sergeevich; Valeeva, Roza A.; Osipov, Aleksander; Kudryavtsev, M.D.; Zakharova, Larisa M.

doi:10.3991/ijet.v16i08.19103

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…The information system directly impacted perceived usefulness, perceived ease of use, and attitude towards route diversion. In another perspective, Hoong et al also used TAM at different levels to examine the acceptance of eCommerce, Mobile, and ERP technologies [18]. The study considers the role of a knowledge worker who works in Multimedia Super Corridor (MSC)-status organizations in Malaysia on their behavioural intention to use knowledge sharing tools (KS tools) in their day-to-day tasks.…”

Section: Related Modelsmentioning

confidence: 99%

Covid-19: Why Virtual Learning Becomes A Pedagogical Acceptance Model in Africa

James

Vincent

Oluwatobi

et al. 2022

Int. J. Emerg. Technol. Learn.

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The outbreak of coronavirus pandemic has led to different regulations and changed the usual way of doing things. Considering the level of technology in Africa society before the outbreak of the epidemic many activities, including classroom teaching and learning were affected. This paper examines virtual learn-ing as an unavoidable pedagogical model for learning during the COVID-19 pandemic. A cross-sectional study was conducted by adopting the Technology Acceptance Model. Data were obtained from an online survey of 543 respondents and analyzed. Regression of Partial Least Squares (PLS) was used for modeling and hypothesis testing. The results revealed that perceived usefulness, perceived ease of use, regulatory compliance, and implementation context significantly affect educators' and learners' attitudes towards adopting virtual learning for learning. Subsequently, regulatory compliance had the most substantial influence on educators' and learners' attitudes towards adopting virtual learning for learning during the COVID-19 outbreak. This study established that the adoption of virtual learning has enhanced learning during the coronavirus pandemic lock-down, and the process would also continue after the pandemic. Virtual learning has provided the classroom experience for learners and educators.

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Section: Related Modelsmentioning

confidence: 99%

Covid-19: Why Virtual Learning Becomes A Pedagogical Acceptance Model in Africa

James

Vincent

Oluwatobi

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…TAM is also utilized frequently to determine whether or not e-learning is accepted or employed (Al-Gahtani, 2016;Y.-H. Lee, Hsiao et al, 2014;Tarhini et al, 2014a). Numerous studies have explored Perceived Ease of Use and Perceived Usefulness using a variety of cases, and both were recognized universally as major determinants of IS/IT acceptability and use (Nagovitsyn et al, 2021;Schepers & Wetzels, 2007). According to the theory, external variables influence both personal perspectives and technology attitudes.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Student’s Adoption of E-Learning: An Integration of TAM and TPB Framework

Nguyen

Duong

et al. 2022

JITE:Research

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Aim/Purpose: The purpose of this study is to assess the factors that have significant influences on students’ adoption of e-learning systems and to what extent these factors affect them. Background: E-learning has become an essential tool and makes it an inevitable option for education in the future. E-learning has received considerable attention in recent times as a global spread of the COVID-19 pandemic. Nevertheless, developing countries, including Vietnam, are facing many difficulties when adopting e-learning systems. Therefore, it is essential to comprehensively evaluate the factors that influence the intention of students to use e-learning to enhance the implementation process and also improve educational quality. Methodology: Initially, the authors synthesized a literature review from 112 related studies to complete the proposed research model including the combination of C-TAM-TPB model and external variables impacting students’ adoption of e-learning systems. After that, a sample of 172 students at FPT University Vietnam was collected to test the proposed model and explain students’ intentions. The dataset was investigated and analyzed with PLS-SEM using the SmartPLS 3.3.3 tool. Contribution: The study has made a significant contribution to the current literature by pro-posing an extended model between C-TAM-TPB and three external variables to provide a better understanding on students' behavioral intention to use e-learning. Furthermore, the research findings also provide useful guidelines for innovating and improving an effective e-learning system to advance student learning motivation in the educational environment. Findings: The findings demonstrate that Computer Self-efficacy and Perceived Accessibility have an important influence on Perceived Ease of Use by learners of an e-learning system. Furthermore, Perceived Enjoyment affects the Perceived Usefulness of e-learning systems. For the TAM, Perceived Usefulness and Perceived Ease of Use both have a positive impact on Attitude toward Use, and Attitude has a positive relationship with the Behavioral Intention of students. In addition, the factors from the TPB model (i.e., Perceived Behavioral Control and Subjective Norm) were identified as having a significant positive effect on Behavioral Intention to use e-learning. Recommendations for Practitioners: Firstly, educational institutions should help along with the culture of using e-learning among students and lecturers. A supportive team should be accessible to help students use e-learning by providing instructions and addressing their questions. Secondly, system developers should concentrate on system-related aspects that have a significant influence on learners’ attitudes and intentions to utilize, as well as build the most appropriate e-learning system for students. Recommendation for Researchers: Firstly, the study fulfills a significant literature gap on evaluating e-learning effectiveness for learners in private institutions as they are focusing on developing quality education to gain competitive advantages. Secondly, based on research findings, the researchers may be able to advance studies to improve and innovate a quality system for ensuring the long-term usage of e-learning. Finally, this paper contributes to the theoretical foundation and development of an extended model for future studies to assess the intention when employing new technologies in education and other fields. Impact on Society: E-learning will become a necessary tool and an unavoidable possibility in the next period of education. Therefore, this study presents an overview of the factors that have a notable influence on students’ intention to adopt e-learning systems. This study then proposes to develop an optimal system for the teaching and learning process, as well as to adapt to future demands. Future Research: Firstly, there are just three external variables that are considered to have an impact on learners’ intention via TAM. However, other external factors could be exploited in future research. Secondly, the participants in this study are only students. If the lecturers could take part in this survey, the comparisons between faculty and students may have more usefulness for assessment. Thirdly, this model just interprets the results at a certain time, which is the COVID-19 outbreak and e-learning is an urgent response to maintain the process of teaching and learning. The perception, attitude, and performance of students may change over time. Therefore, as other researchers have recommended, longitudinal surveys should be considered here. Finally, the differences between majors may appear. Future studies can divide groups of learners according to their majors for a more significant test.

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The Problems of the COVID-19 Pandemic in Higher Education

et al. 2022

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Since the outbreak of the pandemic COVID-19, many studies have been conducted to examine how education has responded to the challenges of a completely new situation that has led to the spread of distance education as the only form of instruction. In this study, data were collected and analyzed to understand the difficulties of distance education that higher education students faced during the pandemic. Our goal was to present the results of a socio-psychological study of accessibility, educational resources, applications, and distance learning technologies. A total of 160 students from different Moscow universities participated in the study. A qualitative research method was used for the study. For this purpose, mainly in-depth interviews were conducted to find out the participants’ views on distance education. The data obtained were analyzed by the researchers using qualitative analysis methods. The results showed that all students faced technical difficulties during distance learning, such as poor internet connection, lack of access to online platforms due to the high number of users, lack of necessary equipment, and individual space for online learning. The results also showed low technical readiness for distance education and low quality of online resources, as well as cyber threats during online courses. In addition, the results showed that most students indicated that they would prefer a hybrid form of instruction that combines distance and face-to-face instruction. Implications for further studies are drawn in the conclusion.

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Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

Cited by 3 publications

References 28 publications

Covid-19: Why Virtual Learning Becomes A Pedagogical Acceptance Model in Africa

Covid-19: Why Virtual Learning Becomes A Pedagogical Acceptance Model in Africa

Assessing Student’s Adoption of E-Learning: An Integration of TAM and TPB Framework

The Problems of the COVID-19 Pandemic in Higher Education

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