Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

Azizi, Seyyed Mohsen; Roozbahani, Nasrin; Khatony, Alireza

doi:10.1186/s12909-020-02302-2

Cited by 90 publications

(91 citation statements)

References 45 publications

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“…Local reports established that students' acceptance of the use of Google Classroom was positive (Nor Zanira & Hafizul, 2020;Syed Ahmad et al, 2020). The factors of performance expectancy, effort expectancy, social influence, and facilitating conditions influence an individual's intention to employ new technology (Azizi et al, 2020). Furthermore, this study discovered that the facilitating conditions factor recorded the highest mean, followed by effort expectancy, performance expectancy, and social influence, respectively.…”

Section: Discussionmentioning

confidence: 69%

User Acceptance of Google Classroom-Assisted Learning: The Case of Malaysian Form Six Economics Students

Sari

Yin²,

Zakariya³

et al. 2022

IJLTER

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As a result of the COVID-19 pandemic situation, educators in Malaysia have resorted to the use of the learning medium Google Classroom as an alternative to existing online teaching methods. Past studies have focused on direct and indirect factors towards the intention to use and the use of Google Classroom in public institutes of higher learning. This study therefore aimed to identify the level and tendency of acceptance items of Google Classroom-assisted learning among Form Six economics students based on demographic factors. A questionnaire was distributed to 206 students in the state of Melaka, Malaysia. Descriptive analysis was used to measure the level of user acceptance of Google Classroom, and the Rasch measurement model of differential item functioning (DIF) was used to identify the tendency of items based on demographic factors. From the findings of the study, the overall analysis of student acceptance of Google Classroom showed that it was at a moderately high level. DIF analysis proved that there were differences in the propensity to adopt Google Classroom based on gender, ethnicity, experience, and frequency of internet usage. The findings of this study will help policymakers to issue guidelines, and assist school management and teachers to plan for technological literacy training to educate students in schools.

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Section: Discussionmentioning

confidence: 69%

User Acceptance of Google Classroom-Assisted Learning: The Case of Malaysian Form Six Economics Students

Sari

Yin²,

Zakariya³

et al. 2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…The extended model with LV could be applied with students of different disciplines, in different countries, in the eLearning and blended learning context. For example, Azizi et al ( 2020 ) reported that almost all UTAUT2 constructs (PE, EE, SI, FC, HM, PV, HT) significantly affected students’ BI to use blended learning. Future research is suggested to investigate students’ intentions and use of specific digital platforms and online environments, as well as Universities’ digital infrastructure.…”

Section: Implications and Future Researchmentioning

confidence: 99%

Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

Zacharis

Νικολοπούλου

2022

Educ Inf Technol

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The use of eLearning platforms has made it possible to continue the learning process in universities, and other educational institutions, during the Covid pandemic. Students’ acceptance of eLearning is important because it is associated with their engagement in the online teaching–learning environment. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT2: Venkatesh et al., 2012) to determine the factors predicting the behavioral intention of university students' to use eLearning platforms in the post-pandemic era. UTAUT2 was extended to include the constructs ‘Learning Value’ and ‘Empowerment in Learning’. 314 students from different universities across Greece participated by completing an online questionnaire. Performance Expectancy, Social Influence, Hedonic Motivation, Learning Value and Habit had a significant impact on students’ intention to use eLearning platforms to learn, while Facilitating Conditions and Learning Value had a direct impact on actual use. The findings enhance the research applying the UTAUT2 model, with the Learning Value, for the investigation of students’ intention to use eLearning platforms in the post-Covid era. We suggest for Learning Value to be included in future research in an educational context.

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“…Organizational factors such as facilitation conditions are not of less importance. Whereas, Social factors, such as social influence, significantly affect students' behavioral intention to use blended learning (Azizi, Roozbahani & Khatony, 2020). Successful Blended Learning implementation requires successful implementation and use of eLearning in addition to face-to-face learning.…”

Section: What Blended Learning Needsmentioning

confidence: 99%

Blended Learning: Issues Related to Successful Implementation

Masadeh¹

2021

int.jour.sci.res.mana.

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This study explores the underlying theoretical principles that provide the basis for the design and implementation of blended learning classes. It discusses how online meetings and face-to-face sessions can be integrated in today's classrooms. Many studies and experiences have been reviewed in accordance with the preparation, implementation and evaluation of blended Learning classes. A summary of collected knowledge shows that blended learning has been favorable in today's educational environment. Most studies show that once infrastructure and technological tools are provided, many problems such as crowded classrooms and students' motivation toward learning will be settled via the utilization of Blended Learning. Moreover, the positive and comfortable Blended Learning environments will change the attitudes of students and teachers toward learning and teaching as time and place of lessons will not be a difficulty for both. However, achieving the benefits of Blended Learning models will not yield their fruits unless reviewing matters of training, planning and legislation are done.

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Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

Cited by 90 publications

References 45 publications

User Acceptance of Google Classroom-Assisted Learning: The Case of Malaysian Form Six Economics Students

User Acceptance of Google Classroom-Assisted Learning: The Case of Malaysian Form Six Economics Students

Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

Blended Learning: Issues Related to Successful Implementation

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