Challenges of Utilizing E-Learning Systems in Public Universities in Jordan

Al-Shboul, Muhannad; Alsmadi, Izzat

doi:10.3991/ijet.v5i2.1147

Cited by 28 publications

(15 citation statements)

References 3 publications

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“…Although online instructions started earlier in Jordan during the 2000s by individual institutions and scholars (Badran, 2014), most students and instructors have never experienced formal online instructions. Moodle platform is the Learning Management System (LMS) used by most Jordanian universities (Wimpenny, Adefila, & DeWinter, 2018;Al-Shboul & Alsmadi, 2014). At an earlier stage, the Ministry of Higher Education and Scientific Research tolerated a "25% cap for online content" (Wimpenny, Adefila, & DeWinter, 2018, p. 28).…”

Section: Introductionmentioning

confidence: 99%

EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

Mizher¹,

Amoush²,

Alwreikat³

2022

AWEJ

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This study examined the attitudes toward online learning of EFL students by applying technology acceptance model (TAM) constructs along with the characteristics of the online learning system and the experience of online learning as external independent variables. The study used a quantitative approach. The researchers collected data by administering a questionnaire using Microsoft’s online form to the tertiary students who were studying for their Bachelor of Arts degree (B.A.) in the English Language and Literature Department at Al-Balqa Applied University – Jordan. . One hundred eighty-five students out of 602 responded to the questionnaire. The researchers used SPSS and Structural Equational Modeling (SEM – Smart PLS) to analyze the data. Among the findings, the characteristics of an online learning system significantly affected perceived usefulness (PU), perceived ease of use (PEOU), attitudes, and the behavioral intentions (BIs) of EFL learners. In contrast, EFL learners’ PEOU negatively affected their attitudes towards online learning and BIs. Finally, the attitudes of students who studied online for four semesters or more were negative compared to those who took less than four semesters online. These findings could be attributed to the supposedly temporary and rapid shift to online learning due to Covid-19 lockdown measures. This study is significant because it develops an understanding of tertiary EFL attitudes towards online learning. It also reflects on their behavioral intentions to utilize online learning after the pandemic. The researchers believe that this is the first study to examine EFL learners’ attitudes and BIs on using online learning during/after the pandemic in Jordan using TAM.

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Section: Introductionmentioning

confidence: 99%

EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

Mizher¹,

Amoush²,

Alwreikat³

2022

AWEJ

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“…The inability of the developing countries, including Yemen to achieve the full use of e-learning has led many researchers to encourage further studies to try to understand the reasons behind the unsuccessful implementation of e-learning in their countries [9][10][11]. Some public universities are trying to adopt fully functional e-learning systems, however, they are unable to achieve all the benefits and goals [12,13]. Based on literature, these challenges are related to the individual differences and the cultural background of the lecturers as well as their awareness and attitudes towards e-learning [14,15].…”

Section: Introductionmentioning

confidence: 99%

Use of information Systems in Yemeni Universities Future Vision

Alsurori¹,

Al-Masni²,

Abdulaziz³

2019

eecjournal

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This research examines the use of computed information systems in Yemeni universities through the use of intermediate variable technology to test the indirect impact of the information systems structure on the relationship between information technology, and t he final performance in the computed information systems in Yemeni universities. The applied situation was exemplified by the selection of four universities where the data on the study were collected through special friendly questionnaire, and the number of respondent ( 224) persons had been used. Many statistical means, percentages, arithmetic mean, standard deviation, and intermediate deviation have been used for the description of the study sample, and for the study variables, as for hypothesis testing, the intermediate variant method was used and the end result was to prove that there was a relationship An incomplete mediation attributed to the structure of information systems that has an indirect impact on the resulting relationship between information technology and the final performance of information systems.

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“…The literature emphasises that the level of encouragement provided by faculty and institutional support personnel is the most significant factor influencing the successful application of instructional technology in the context of learning in higher education (M. A. Al-Shboul & Alsmadi, 2010;Butler & Sellbom, 2002;Morgan, 2003;Ndahi, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…The benefits of the hypotheses of IT infrastructure and culture are to encourage users (students, instructors and management) to accept any new technology and work on it to gain all the advantages and improve the quality of learning. The IT infrastructure and culture in Jordan are very important factors affecting the acceptance of any new technology to accept, including the use of LMSs in Jordanian universities(M. Al-Shboul, 2011;M. A. Al-Shboul & Alsmadi, 2010;Alnsour, Muhsen, Dababnah, Eljinini, & Barhoum, 2011; AlQudah, 2014).…”

mentioning

confidence: 99%

Factors in the Acceptance of an LMS in Jordanian Universities

2018

APJCECT

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Learning management system (LMS) is an important tool and well suited as a learning tools and activity in universities high education. However, each institute has a different LMS tool that allows to users (Management, Instructors and Students) to use it for daily activity. This paper discusses the main factors influencing the acceptance of using LMS at Jordanian universities in order to improve and highlight the factors in high education in Jordanian Universities. In academic institutions this paper aims to study the Jordanian Learning Management System JLMS model in order to help the managements to select the best LMS tool for their institute. The researcher presents the main hypotheses effecting JLMS model and highlights the benefits and weakness area for each one of them. Additionally, this paper grants LMS in Jordan context as a new model (JLMS). It also discusses the main factors influencing the acceptance of using LMS at Jordanian universities, which are: IT infrastructure and culture, and the hypotheses between both main factors with perceived usefulness and perceived ease of use to generalise this model in higher educational sectors in Jordanian universities.

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Challenges of Utilizing E-Learning Systems in Public Universities in Jordan

Cited by 28 publications

References 3 publications

EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

Use of information Systems in Yemeni Universities Future Vision

Factors in the Acceptance of an LMS in Jordanian Universities

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