Digitizing distance learning materials: Measuring students’ readiness and intended challenges

Arthur-Nyarko, Emmanuel; Agyei, Douglas Darko; Armah, Justice Kofi

doi:10.1007/s10639-019-10060-y

Cited by 67 publications

(41 citation statements)

References 18 publications

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“…The challenges include low quality of education and achievement, lack of socialization and motivation, isolation, lack of facial expression and body language and limited interactions. Recent studies reporting challenges of distance learning include a study by Sbaffi and Bennett (2019), Arthur-Nyarko et al (2020), Zaheer and Munir (2020).…”

Section: Challenges and Disadvantages Of Distance Learningmentioning

confidence: 99%

Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students

Refae

Kaba

Eletter

2021

ITSE

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Purpose This study aims to investigate and assess the first experience of faculty members and students with distance learning implemented at Al Ain University (AAU) to contain the spread of Coronavirus or COVID-19. The paper attempted to understand faculty and students’ satisfaction with institutional readiness for distance learning and perception towards opportunities and challenges of distance learning. Design/methodology/approach The study is based on data collected in March 2020 through an online survey questionnaire from the participants (students = 445, faculty members = 139). The unified theory of acceptance and use of technology (UTAUT) was used in formulating a conceptual framework. The collected data were analysed using several statistical techniques and partial least square structural equation modelling, to test and verify hypotheses. Findings The study found that, although faculty members and students expressed high satisfaction with the institutional readiness for distance learning and believed in its opportunities and advantages, they expressed concerns about the challenges facing distance learning. Findings of the study indicated a relationship between the status or college of the participant and perceived opportunities and advantages of distance learning. Hypotheses testing supported the study framework and UTAUT theory by identifying and confirming the impact of perceived opportunities of distance learning on satisfaction with the institutional readiness for distance learning. Originality/value The study suggested that non-distance learning institutions should keep offering courses through distance learning to prevent any shortcomings in the future.

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Section: Challenges and Disadvantages Of Distance Learningmentioning

confidence: 99%

Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students

Refae

Kaba

Eletter

2021

ITSE

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“…Alternatively, in young people, the percentage of households possessing at least one mobile telephone is 90.9% for under 20 years old ones and 99.1% in 20–29 range. These are premises that sustain a high adoption rate for m‐learning together with the large variety of involved devices (Arthur‐Nyarko et al, 2020). In the beginning m‐learning, although challenging, was optimistically embraced as a technological perspective, but with reticence concerning its implementation (Pocatilu et al, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mobile learning acceptance in social distancing during the COVID ‐19 outbreak: The mediation effect of hedonic motivation

Sitar-Tăut

2021

Human Behav and Emerg Tech

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M‐learning is a trending field in educational organizations, companies, and also for individual study. However, in some regions the ampleness of the phenomenon is not quantifiable or comparable due to the lack of an adequate framework and reliable metrics. Our research intends to make a little light by assessing the degree of m‐learning adoption in students at a moment when face‐to‐face education moved suddenly online due to the COVID‐19 outbreak's rapid and unpredictable spread. A new model relying on the Unified Theory of Acceptance and Use of Technology (UTAUT) was built to investigate and explain relationships between constructs. It reveals the key factors affecting technology adoption by considering hedonic motivation a mediator instead of an exogenous variable as in UTAUT2. Based on an analysis of 311 higher education learners, the way how performance expectancy, effort expectancy, social influence, and facilitating conditions influence directly or indirectly the behavioral intention is researched. The analysis was conducted employing partial least squares structural equation modeling. The strongest relationship is between hedonic motivation and behavioral intention followed by the one between perceived effectiveness and hedonic motivation. Age, gender, and experience moderate the model's relationships. Research contributes to theory development by successfully adjusting the original UTAUT model. Results indicate that universities may offer learners an enjoyable m‐learning experience by activating social support groups and inserting gameplay elements into the learning system.

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“…It can be assumed that the rates of these problems are substantial and this may affect the students' future. Similarly, it is one finding in the literature that distance education students experience technology-related problems and troubles (see Alexander, Truell, & Zhao, 2012;Arthur-Nyarko, Agyei, & Armah, 2020).…”

Section: Discussionmentioning

confidence: 85%

Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19

Güner¹

2021

HES

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The Covid-19 pandemic continues to be negatively effective in many areas of life. It has also affected the face-to-face education of 2020 fall semester. In Turkey, Students who have recently entered the university in 2020 started their undergraduate education with distance education like upper grade students. However, the fact that the first graders fell into the distance education system before experiencing university life and without knowing their teachers and friends created different emotional mood. The aim of this study is to analyze the emotional mood of students who have just get into university and have to start their undergraduate education with distance education. Exploratory sequential mixed method is used as a method of this study. Phenomenology method is used the first stage of the method and the survey method is used as the second stage of the method. A total of 18 fresh students (12 female and 6 male) in the departments of Faculty of Education and Faculty of Sport Sciences of Mus Alparslan University were the sample group of the qualitative stage. And 141 students (87 female and 54 male) were the sample of the quantitative stage. As a result of the qualitative analysis, the emotional moods of the students were grouped under four sub-themes: emotion of shock, unfamiliarity with the system, emotion of curiosity and anxiety for the future. First-year students stated that they experienced feelings of shock such as sadness and anxiety when they learned that they would start university with distance education instead of face-to-face education. The students stated that they wondered about the method of teaching the lessons, whether the lessons would be efficient, how the exams would take place, that they were unfamiliar with the system, and that they were worried about the future due to all these uncertainties. According to the analyzes obtained from the survey, it is understood from the answers that the 141 participant students experienced emotional states similar to the results obtained in qualitative findings at a rate of 90% and above. Only the rate of students experiencing an emotion of shock was 64.5% and the rate of experiencing future anxiety was 85.8%. As a result, it was understood from the analyses that qualitative and quantitative results were parallel to each other.

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Digitizing distance learning materials: Measuring students’ readiness and intended challenges

Cited by 67 publications

References 18 publications

Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students

Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students

Mobile learning acceptance in social distancing during the COVID ‐19 outbreak: The mediation effect of hedonic motivation

Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19

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