College students’ use and acceptance of emergency online learning due to COVID-19

Aguilera-Hermida, A. Patricia

doi:10.1016/j.ijedro.2020.100011

Cited by 782 publications

(672 citation statements)

References 22 publications

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“…Therefore, from measuring the Likert scale of a questionnaire involving 8 core drives, it has been found that the motivational drive of 8 core drives is "high". Even though the research [3] has stated that students prefer traditional learning, the results of this study indicate that there is considerable potential to optimize online learning.…”

Section: A Analyzing Results Measurement Of Likert Scalementioning

confidence: 63%

“…During the Covid-19 pandemic, the learning process in all countries was carried out using an online system [1], [2], [3]. At least, some fundamental problems affect the success of online learning, especially in the Covid-19 pandemic, one of them is the problem of limited infrastructure [2], [1].…”

Section: Introductionmentioning

confidence: 99%

“…[5], [6], [7], [8]. However, this pandemic condition cannot be avoided, therefore efforts to increase user acceptance and motivation of online learning are also important [3]. Several studies [9] that observed the acceptance and motivation of teachers and students towards online learning have been carried out, such as [3] has observed student acceptance of online learning during a pandemic with observed parameters including attitude, influence, motivation, behavior control, and cognitive engagement [3].…”

Section: Introductionmentioning

confidence: 99%

“…Several studies [9] that observed the acceptance and motivation of teachers and students towards online learning have been carried out, such as [3] has observed student acceptance of online learning during a pandemic with observed parameters including attitude, influence, motivation, behavior control, and cognitive engagement [3]. The results of the analysis stated that the students preferred face-to-face learning [3]. However, so far there has been no study that has a deeper evaluation of how students accept and perceive online learning without having to compare it to traditional learning.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Marisa¹,

Sakinah²,

Izzah³

et al. 2020

IJACSA

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Learning activities during the Covid-19 pandemic were carried out with an online system even though in reality many institutions had not prepared their systems and infrastructure properly. Some e-learning media that are generally used based on survey results include 53.81% google classrooms combined with other applications that are not integrated with the institution's Learning Management System. This condition provides research opportunities to evaluate the effectiveness of online learning, especially how students are motivated to learn the method, where the results can be used as a reference in developing and refining the method. Based on many studies, that the gamification model can increase individual motivation in carrying out activities, this study uses a gamification octalysis framework to analyze the extent of the role of gamification in the learning process and measure the amount of student motivation in online learning activities. The evaluation results show that the conclusion of the Likert scale results in a "High" level, while the highest score is "Very High". As for the octalysis test scale, the average score of 6.5 on a scale of 1 to 10. The conclusion from the results of this evaluation is that the motivation to learn e-learning during the Covid-19 period is quite high and has the potential to be developed. While the results of the Octalysis framework with 8 core drives are still average, for that we need innovation in E-learning which aims to increase student motivation based on Octalysis's 8 core drives. The results of this study recommend that gamification is needed to increase student learning motivation in order to improve learning outcomes.

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Section: A Analyzing Results Measurement Of Likert Scalementioning

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Marisa¹,

Sakinah²,

Izzah³

et al. 2020

IJACSA

View full text Add to dashboard Cite

show abstract

“…Discussing the results obtained, it can be assumed that in the situation of forced distance learning during the summer session, the system of personal senses and related actual psychoemotional states affects the activity of the zone of singularity of sense and undergoes a change, subjectively perceived as tension and mental activation. Continuing the discussion, according to studies, as a result of depletion of resources, especially in connection with the efforts made to volitional control over the situation, the ability to psychological well-being and self-regulation is significantly reduced [5,16,17,19]. Table 3 below shows the results of the correlation analysis.…”

Section: Key Results and Discussionmentioning

confidence: 96%

Assessment of resource and self-regulation of behavior of students with different sense-forming strategies during the session in remote format behavior

2020

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The study of the meaning-forming strategies of students studying the specialty "Psychology". The features of resource capacity, styles of self-regulation of behavior, emotional tone and mental activation of students with various semantic strategies during the session in a remote format were studied. In conclusion, conclusions and recommendations are presented with suggestions for using the results in the training of future psychologists.

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Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Mahdy

Sayed

2022

Anatomical Sciences Ed

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The sudden shift of veterinary anatomy teaching from traditional to online mode during the Covid‐19 pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate students’ perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two‐thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face‐to‐face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three‐dimensional (3D) virtual tools and electronic devices with either free or low‐priced internet packages, and measuring students’ understanding before and after each lecture. This is the first study to solicit the early students’ feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision‐makers in Egypt for future implementation of online learning of veterinary anatomy.

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College students’ use and acceptance of emergency online learning due to COVID-19

Cited by 782 publications

References 22 publications

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Assessment of resource and self-regulation of behavior of students with different sense-forming strategies during the session in remote format behavior

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

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