Abstract
AbstractTechnology has enabled the higher education ecosystem to tailor to the students who have diverse needs and to engage with them remotely, especially when face-to-face interaction is not possible. This research contributes knowledge in forced remote learning during the unprecedented global pandemic situation of Covid-19. Using a cross-sectional quantitative method, a total of 480 respondents among undergraduate students from five private universities in Malaysia participated in this study. The data was analysed using structural equation modelling and results indicated that online feedback, online future relevance, online interaction, online teaching effectiveness, and personal well-being were statistically significant in influencing students’ satisfaction. Moreover, online learning satisfaction directly predicted 68.3% of the students’ continuous usage intention while their usage intention was heightened with higher levels of proficiency in online learning. Students’ satisfaction was found to be a significant mediator between all the factors towards usage intention except online assessment, online support, and personal well-being. This study provides the higher education institutions with insights to continuously improve their online delivery strategies and bridge the gap with their students during the pandemic crisis.
Publisher
Springer Science and Business Media LLC
Subject
Computer Science Applications,Education
Reference84 articles.
1. Al Meajel, T. M., & Sharadgah, T. A. (2018). Barriers to using the blackboard system in teaching and learning: Faculty perceptions. Technology, Knowledge and Learning, 23(2), 351–366. https://doi.org/10.1007/s10758-017-9323-2
2. Alasmari, T., & Zhang, K. (2019). Mobile learning technology acceptance in Saudi Arabian higher education: An extended framework and a mixed-method study. Education and Information Technologies, 24, 2127–2144. https://doi.org/10.1007/s10639-019-09865-8
3. Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018
4. Aliyu, O., Arasanmi, C. C., & Ekundayo, S. (2019). Do demographic characteristics moderate the acceptance and use of the Moodle learning system among business students?. International Journal of Education and Development Using ICT, 15(1), 165–178.
5. Ashrafi, A., Zareravasan, A., Rabiee Savoji, S., & Amani, M. (2020). Exploring factors influencing students’ continuance intention to use the learning management system (LMS): A multi-perspective framework. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1734028
Cited by
13 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献