Adoption of technology on E-learning effectiveness

Abstract

The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.

Attitudinal, normative and control beliefs underlying graduate students’ adoption of the learning management system for learning at the University of Education, Winneba, Ghana

“…Raza et al (2018) also found that both ease of use and usefulness significantly impact the attitudes of university students who believe that e-learning is easy and useful, hence they are more likely to use such devices in their learning process. With e-learning, the use of technology allows for a more flexible and easy learning process because platform can be accessed from anywhere with an internet connection, that is, whether at home, on campus, or on the go (Denan et al, 2020). As a result, it logical to infer that a first year regular graduate student's attitude, as well as antecedent beliefs, improve their desire to adopt the LMS of the University of Education, Winneba for learning.…”

“…LMS can help improve overall student performance (Magalhães et al, 2020), since students can now study off-campus without the requirement for face-to-face or lecturer-student interaction (Masud, 2016). By their nature, LMS speed up the learning process (Denan et al, 2020) and logically increase students on task behaviour. The researchers argue that the graduate students of the university would only reap the enumerated benefits if only they could afford the cost of data bundles.…”

Adaption of distance learning to continue the academic year amid COVID-19 lockdown

“…During pandemics, trust leads to situational awareness, which leads to readiness, impacting the adoption of distance learning practices. Hence, the adoption of technology practices allows for a more flexible and convenient learning process ( Denan, 2020 ) and maintains social distancing amid COVID-19.…”

Adopting task technology fit model on e-voting technology

“…It could be that perceived usefulness and perceived ease of use are other factors outside of task characteristics, technology characteristics, and individual characteristics that affect the tasktechnology fit [24]. Furthermore, research by Denan [25] shows that student characteristics (individual), characteristics, and technology have a comparative influence on the effectiveness of e-learning. It could be that other factors that are influenced by task characteristics, technology characteristics, and individual characteristics are the effectiveness of e-voting on student council elections.…”