Examination of influence of e-learning on academic success on the example of Bosnia and Herzegovina

Puška, Edisa; Ejubović, Adisa; Đalić, Nataša; Puška, Adis

doi:10.1007/s10639-020-10343-9

Cited by 14 publications

(10 citation statements)

References 46 publications

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“…Online education is now an established feature of higher education and the broader transnational student experience (Puska et al 2020;Surry et al 2005). Further opportunities have arisen in response to the novel coronavirus pandemic (Dhawan 2020).…”

Section: Introductionmentioning

confidence: 99%

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Rivers

2021

Educ Inf Technol

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Informed by the educational conditions shaped by the novel coronavirus pandemic and an increased reliance upon online learning solutions and technologies, this article examines the role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle on a socially distanced asynchronous university course in Japan. With a sample of 149 students the study adopts SEM path-analysis model testing procedures and shows that agreeableness and conscientious have positive direct effects on online academic self-efficacy in addition to positive indirect effects on the acceptance of Moodle. Moreover agreeableness and conscientious had an indirect effect on course achievement while none of the five-factor model personality traits had an influence on actual Moodle use. An improved respecified model further affirmed the importance of agreeableness and conscientious and their role in online academic self-efficacy, the acceptance and actual use of Moodle and course achievement outcomes. Fourteen percent of the observed variance in course achievement was explainable through the respecified model. The discussion highlights the implications to be drawn from the data in relation to the current educational landscape from the perspective of the educator.

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Section: Introductionmentioning

confidence: 99%

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Rivers

2021

Educ Inf Technol

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“…Delone and McLean [25] discussed in their model that satisfaction is the output that can be achieved from system quality, information quality, and service quality, leading to the net benefit during the learning process. Finally, it has been claimed that self-efficacy directly influences academic and learning success and eventually reaches satisfaction [26]. Hence, we propose: H1 (a).…”

Section: Self-efficacy and User Satisfactionmentioning

confidence: 86%

“…Computer-related self-efficacy is people's perception of their abilities and utmost confidence in computing technology for task execution [26]. From past experiences, users' computing self-efficacy positively impacts behavioral intention while using technology for academic learning [27].…”

Section: Self-efficacy and User Intentionmentioning

confidence: 99%

COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation

et al. 2022

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Transition to e-learning has become crucial in the last two years, partially forced by the current pandemic. Therefore, the main objective of this study is to examine an integrated and comprehensive moderation-cum-mediation model that focuses on user intention to adopt e-learning. Self-efficacy, interaction, and e-learning contents were taken as the independent constructs. User satisfaction and user intention were taken as dependent constructs. Enjoyment and choice were taken as moderators. “Choice” was explicitly used in this study as a moderator to test whether the transition was by force or choice. Five hundred and sixty-two teachers and students from two countries, India and Saudi Arabia, were considered for this study. The findings indicate that self-efficacy and interaction augment user satisfaction and user intention. User satisfaction enhances user intention. It also mediates the relationship between self-efficacy, interaction, and user intention. Choice moderates the relationship between interaction and user intention. Enjoyment moderates the relationship between e-learning contents and user intention. This study is unique as it provides a multi-group analysis that compares nationality, gender, and the type of respondents in a multi-national context. All the stakeholders of e-learning, the teachers, the students, the policymakers, and the platforms, may find the results of this study particularly useful.

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“…A review of technology adoption literature recommended that individuals' personality traits significantly influence technology adoption behavior [20,21]. Thus, considering that personality traits are an important factor influencing a wide variety of human behaviors and choices, it is crucial to explore their influences on e-learning environment adoption [22,23].…”

Section: Introductionmentioning

confidence: 99%

Impact of Personality Traits and Information Privacy Concern on E-Learning Environment Adoption during COVID-19 Pandemic: An Empirical Investigation

Peng

Dutta

2022

Sustainability

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In response to the COVID-19 pandemic, teaching and learning processes have experienced significant changes. Higher education institutions in Taiwan employed crisis intervention measures to instantly implement unified learning methods such as online teaching and learning. However, students had no time to prepare. Thus, the study explored the relationship between personality traits and the belief in conspiracy theory as antecedents of students’ concern for information privacy (CFIP) and the subsequent relationship between students’ CFIP and behavioral intention to report their personal information to e-learning service providers concerning the adoption of the e-learning environment. This cross-sectional study employed a questionnaire to accumulate data from university students in Taiwan. A total of 285 valid responses were used for the final analysis. The research framework was evaluated by structural equation modeling (SEM). The results suggest the proposed model explains about 66.4% of the variance of behavioral intention (R2 = 0.664). The findings support that four personality traits—agreeableness, openness to experiences, conscientiousness, and neuroticism—and belief in conspiracy theory significantly influenced students’ CFIP. However, concerning extraversion, an insignificant path coefficient was reported. CFIP mediates the relationship between belief in conspiracy theory and behavioral intention. E-learning service providers should consider these determinants in improving and endorsing principles concerning e-learning environment adoption.

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Examination of influence of e-learning on academic success on the example of Bosnia and Herzegovina

Cited by 14 publications

References 46 publications

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation

Impact of Personality Traits and Information Privacy Concern on E-Learning Environment Adoption during COVID-19 Pandemic: An Empirical Investigation

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