Factors Influencing E-learning System Success During COVID-19 Pandemic (Case Study: Faculty of Computer Science, Universitas Indonesia)

Nadir, Rezky Dwi Amaliah; Athaya, Hisyam; Sensuse, Dana Indra; Kautsarina, Kautsarina; Survono, Ryan Randy

doi:10.1109/icacsis53237.2021.9631313

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…Keller & Neumann et al (2017) add that for cognitive realization, teachers must design a challenging, but supportive atmosphere that enables students (particularly student leaders) to willingly and easily participate and support students in an organized environment, while on the look-out for concurrently assisting students in solving problems they encounter. Athaya et al (2021) reveal that when teachers and student leaders collaborate, interact, and encourage autonomy, it has a positive impact on fellow students' satisfaction. This implies that a student's further understanding of what the teacher teaches in the classroom may be well achieved through the student leader's engagement with the teacher.…”

Section: Discussionmentioning

confidence: 99%

How Teacher and Student Leader Collaboration Contribute to Learning

Shonubi

2023

JETS

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The collaboration between teacher and student leader as a possible factor contributing to learning outcomes remains under-researched. To understand the combined efforts of teachers and student leaders toward attaining teaching outcomes, this paper addresses the following questions: What are the value-added dimensions of the teacher toward achieving learning outcomes? How do student leader activities contribute to the achievement of learning outcomes? Without making any claim to tight causal relationships, this paper argues that the effective involvement of student leaders in the teaching process has considerable effects on learning. These effects do not only revolve around student development (for example leadership skills, and citizenship awareness in terms of rights, duties, and responsibilities), but also on the teaching and learning output (Heck, & Hallinger, 1999). Undeniably a common acceptance is that the teacher is permanently the leader while students are mere followers, who do not share teaching and learning behavior when it comes to the exhibition of power and authority within the classroom social environment. Nevertheless, this research reveals how collaboration between teachers and student leaders may improve students’ academic outcomes.

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Section: Discussionmentioning

confidence: 99%

How Teacher and Student Leader Collaboration Contribute to Learning

Shonubi

2023

JETS

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“…Educational institutions in urban or rural areas use the UCC applications as one of the solution tools in the learning process [6]. The previous studies showed that several universities have used online learning methods [7,8], supported using e-learning [9], or even adopted social media to communicate and collaborate [10]. Due to the catastrophic situation, the use of UCC applications was carried out without proper preparation.…”

Section: Introductionmentioning

confidence: 99%

Acceptance of Unified Communications and Collaboration Applications Among Students: A Case Study of University in Sumbawa Island Indonesia

Rauhil Fahmi,

Nurulhuda Noordin,

Fariza Hanis Abdul Razak

et al. 2024

ARASET

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Unified Communications and Collaboration (UCC) is a technology that combines conventional communication with computer technology to provide a more efficient communication platform. During the COVID-19 pandemic, UCC applications, such as Microsoft Team, Zoom Meeting, and Google Meet played major roles to support the teaching and learning process. However, the acceptance of UCC applications and their impacts on the future of teaching and learning process, especially for university students in rural areas, are concerned. Based on this, the current study aims to examine the factors that influence the acceptance of UCC applications at the University in Sumbawa Island, Indonesia using adapted theories of Unified Theory of Acceptance and Use of Technology model (UTAUT). In light, survey questionnaire was distributed online to 210 undergraduate students at the University in Sumbawa Island, Indonesia, to test seven factors, Facilitating Condition (FC), Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Motivation (MO), Collaboration (CO), and Behavioural Intention (BI) which were analysed using SPSS software. The findings reveal that PE, EE, SI, FC, MO, CO, and BI are significant factors that influence the acceptance of UCC applications. This finding will be a sound reference to improve the use of UCC applications for teaching and learning as well as help universities strategies their future teaching and learning system.

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A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps

et al. 2022

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Over the past three decades, the Technology Acceptance model (TAM) has garnered considerable attention in higher education. COVID-19 boosted the development of TAM as multiple studies were rapidly undertaken during the pandemic. This, however, created a gap in our current understanding of the directions and trends of TAM advancement. The purpose of this study is to obtain insight into the advancement of TAM throughout the pandemic. It would assist researchers in comprehending the advancement and direction of TAM studies in higher education, such as gaining an understanding of the prevalent external variables for TAM, the statistical analysis employed, research methodologies, the technologies studied, and the geographic location of the research conducted. Finally, research gaps and future directions for TAM studies are presented. A systematic review utilizing PRISMA was conducted on 104 sampled publications. It was found that self-efficacy, subjective norms, experience, and enjoyment were the external variables most frequently used in TAM, while internal motivation received minimal attention. The existing studies have focused mainly on student samples, so further investigation is needed into lecturers, higher education personnel, and mixed groups. Further study is also required on qualitative and mixed methods, with the partial least square structural equation model currently dominating statistical analysis. Future technologies such as 5G, AI, cloud computing, augmented reality, virtual reality, and BYOD represent new TAM-related research gaps. The majority of studies have been undertaken in Asian countries, such as China and those in southeast Asia. This new systematic literature review provides insight into the trend of TAM advancement in the sustainability of higher education during the pandemic, the identified research gaps, and recommendations for future research directions. These findings also serve as a reference for future research by enhancing the foundation established by previous reviews and research on TAM, thereby facilitating the model’s ongoing expansion.

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Factors Influencing E-learning System Success During COVID-19 Pandemic (Case Study: Faculty of Computer Science, Universitas Indonesia)

Cited by 3 publications

References 39 publications

How Teacher and Student Leader Collaboration Contribute to Learning

How Teacher and Student Leader Collaboration Contribute to Learning

Acceptance of Unified Communications and Collaboration Applications Among Students: A Case Study of University in Sumbawa Island Indonesia

A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps

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