E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

Alqahtani, Ammar Y.; Rajkhan, Albraa A.

doi:10.3390/educsci10090216

Cited by 445 publications

(390 citation statements)

References 27 publications

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“…All of the indicated results can be used by teachers conducting classes in distance learning format at a higher level [73]. The information collected through the research shows not only the expectations of students toward distance learning but also their abilities to use IT tools in this process, their enjoyment of the process, and their expectations toward teachers and their engagement.…”

Section: Practical Implicationsmentioning

confidence: 84%

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

et al. 2021

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The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

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Section: Practical Implicationsmentioning

confidence: 84%

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

et al. 2021

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“…This was an expected result since the SEU is one of the pioneer public universities in Saudi Arabia and the Middle East Region in e-education, blending learning and innovation in the educational process (S. Saudi Electronic University, 2020). Alqahtani & Rajkhan's study in Saudi Arabia demonstrated that the support of the academic team and educational managers are crucial to reaching a positive educational outcome (Alqahtani & Rajkhan, 2020). Similarly, Bayeck and Lumadi emphasized the importance of teachers' support for the success of eeducational activities (Bayeck, 2016;Lumadi, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The official name of this new virus is '2019 novel coronavirus' or . It has disrupted normal life activities for millions of people worldwide, including educational activities (Alqahtani & Rajkhan, 2020;Martins et al, 2020). Lockdowns were announced in several countries and regions.…”

Section: Introductionmentioning

confidence: 99%

“…Universities and schools were forced to shut down and switch to distance education or e-education (Kaur et al, 2020;Rajhans et al, 2020). Although e-education has become a well-known phenomenon in the modern era, this unplanned and sudden switch to e-education was an excellent opportunity to examine the large-scale effects of eeducation on educational outcomes (Alqahtani & Rajkhan, 2020;Khalil et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

2020

JEP

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This study aims to examine the role of e-education in preserving educational outcomes during the Covid-19 pandemic and to explore factors that were associated with these outcomes. A descriptive cross-sectional study was conducted between August and September 2020. A sample of Saudi Electronic University (SEU) students was asked to participate in this study. The study questionnaire is composed of seven main domains; demographics domain, attitudes towards e-education, others influence on e-education perception, contents of education and participation in the online discussion, challenges of e-education, effects of e-education, and finally a comparison between e-education and traditional education. One hundred and thirty eight students participated in this survey. The students reported that e-education is appropriate and they indicated positive views towards using e-education tools in their daily study. The majority of study participants reported low participation in an online discussion. In addition, the participants reported limited ability to overcome e-education challenges. The participants stated that e-education improves their overall performance. The majority of the students reported that e-education is superior to the traditional educational methods and half of the participants reported that they would recommend e-education to others. Based on study results, it is recommended to find motivation and monitoring tools to encourage the students to participate more in the online discussion, which could eventually enhance the achievement of students enrolled in the e-education. In addition, more support is needed to eliminate challenges associated with the Covid-19 pandemic and maintain students' positive view towards the e-education process.

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“…Perić, Grubišić, and Tijan [43] argued that although the environment for e-learning in many universities exists, it is not sufficiently functional for all learning activities. The success of e-learning during the pandemic era is highly dependent on "technology knowledge management, support from management, increased student awareness of utilizing e-learning systems and demanding high levels of information technology from instructors, students and universities" [44]. Students from lower-income families suffer from the resources of information technology, as they have limited or no access to modern technology [30] and if they do, they face the barrier of excessive internet cost [45].…”

Section: Technologymentioning

confidence: 99%

Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

Rasiah

Kaur

Guptan³

2020

ASI

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The Covid-19 pandemic is one of the most disruptive, life-changing events that had brought the world to a perpetual standstill in 2020. Schools and institutions of higher education were impacted badly, resulting from the lockdowns and movement restrictions imposed by the governments of numerous countries. Students and faculty found themselves in virtual classrooms, with many caught unaware of what they needed to do, having to learn new things at lightning speed and feeling a sense of despair. While many online learners had frustrations and concerns regarding their online learning experience, there were those who had a good learning experience. The students’ observations and perceptions of the difficulties and opportunities they encountered in their online learning experience were assessed through grounded theory using textual thematic qualitative analysis of their reflective feedback. The findings reveal that most students had a good online learning experience and found that the academic continuity plans implemented by the universities were effective. The concerns that some students had with online learning were related to technological drawbacks such as poor internet connections, and personal concerns about academic ability and time management skills, among others. This study concludes by offering insights and recommendations to institutions, faculty, and students on how best to conduct online learning and teaching for all.

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E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

Cited by 445 publications

References 27 publications

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

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