Manage Perceived E-Learning Quality in Egyptian Context

Adel, Riham

doi:10.12816/0033022

Cited by 3 publications

(6 citation statements)

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“…Uppal et al (2018) found assurance, responsiveness, course website, and learning content, are positively associated with the ELQ. There is a positive association between ELQ and students' satisfaction (Adel, 2017).…”

Section: Conceptual Framework and Hypothesesmentioning

confidence: 89%

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

Saxena

Baber

Kumar

2020

Journal of Educational Technology Systems

110

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Technology has influenced every aspect of our living, and education is not an exception. During the current pandemic period of COVID-19, the latent motive of maintaining social distancing is leading to be one of the prime reasons for the students to get enrolled in online courses. Although the benefits of e-learning have been discussed in various previous studies, it is important to understand the quality of e-learning and the satisfaction level of learners during this forceful shift toward e-learning amid the pandemic of COVID-19. This research proposes a conceptual model for understanding the variables influencing e-learning quality (ELQ) and learner satisfaction under the moderating effect of maintaining social distancing. The model is empirically validated by means of the partial least square approach through structural equation modeling based on 435 responses of university students in India. The results suggest that assurance, reliability, responsiveness, and website content are the factors that influence the ELQ of the online courses during the pandemic. ELQ also strongly influences the learner’s satisfaction. Interestingly, perceived benefits of maintaining social distancing have a significant negative moderating effect only between empathy and ELQ, which leads to the satisfaction of the learners.

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Section: Conceptual Framework and Hypothesesmentioning

confidence: 89%

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

Saxena

Baber

Kumar

2020

Journal of Educational Technology Systems

110

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“…The aim behind acquiring such competency is fundamentally based on patients' centeredness philosophy and accurate data collection from the patient experience (Greenfield and Braithwaite, 2008;Makoul, 2003). In addition to other essential domains, such as student engagement, self-learning, and critical thinking, many health programs implement quality culture within the educational system (Adel, 2016;Salmi, 2017).…”

Section: Accreditation As Triangulationmentioning

confidence: 99%

The Influence of International Education Accreditation on a Graduate Health and Hospital Program

Alonazi¹

2018

IBR

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The overriding objective was to compare the influence of Assurance of Learning (AoL), on several graduate students' pedagogical outcomes before and after an international accreditation program. A self-administered questionnaire was employed to collect data from subjects enrolled in a graduate program. Out of 122 graduate students who voluntarily participated in the pretest (2015), only 88 students participated in the posttest (2017). Overall, the students expressed effective AoL in many pedagogical outcomes based on the post-accreditation process. A high positive correlation was observed between the overall effectiveness of AoL and communication skills (r = 0.875, p = 0.01). Of the pre-accredited group, 56.2% reported effective AoL outcomes; this percentage increased to 77.8%. The pretest and posttest results indicated significant differences in AoL (p < 0.01). Health programs accreditation provides effective outcomes on academic as well as personal leadership levels. Continuous implementation and assessment of AoL must be monitored periodically to ensure its successful contribution to health programs and business schools.

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“…E-learning was introduced worldwide since the beginning of the twenty-first century in the paradigm of education technology, withholding the traditional teaching approach, upholding an often accessible, flexible, and personalised learning platform for the learners [ 1 ]. The sustainability of e-learning with the advancement of modern technology got prioritised in the education system at the university level [ 2 ]. E-learning is known as electronic learning, online learning, computer-based learning, or digital learning, which provides learning support using digital devices [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, the arguments issued with the rapid switch of e-learning worldwide during the pandemic were compelling and whether it was free of barriers and adverse mental health outcomes like perceived stress, anxiety, depression, and students’ satisfaction [ 8–10 ]. Besides, the quality of e-learning is not unquestionable, where researchers recommended three domains: “resource management,” “educational attainment,” and “professional development and innovation,” and each of these is influential in ensuring sustainable practice [ 2 , 11 ]. Moreover, R. Adel reported that students’ satisfaction is vastly influenced by the quality attainment of e-learning [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

“…Besides, the quality of e-learning is not unquestionable, where researchers recommended three domains: “resource management,” “educational attainment,” and “professional development and innovation,” and each of these is influential in ensuring sustainable practice [ 2 , 11 ]. Moreover, R. Adel reported that students’ satisfaction is vastly influenced by the quality attainment of e-learning [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

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E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

2021

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Background The COVID-19 pandemic has compelled all educational institutions from the conventional campus-based education system to e-learning worldwide. However, adapting to this new platform, e-learning readiness may cause perceived stress among students. This study aimed to examine the association between e-learning readiness and perceived e-learning stress and the relationship between sociodemographic and e-learning related factors. Results A cross-sectional study was employed, where 1145 e-learning enrolled university students were surveyed. The result indicated that nearly 91% of students reported moderate (76.07%) to the higher level (14.85%) of perceived e-learning stress, whereas more than half of them (58.17%) were at the sub-optimum level of readiness. Furthermore, it was found that students with the sub-optimum level of readiness compared to optimum had a significantly higher chance of reporting moderate and high level of perceived e-learning stress. Besides, parents’ highest education, residence, students’ preference in (e-learning or learning format), and having any eye problems were associated with perceived e-learning stress. Conclusions A sudden introduction of e-learning during the COVID-19 catastrophe has brought about challenges, including the students' readiness, that might exacerbate the perceived stress level in different ways. This study reported that most of the students were at sub-optimal levels of readiness and suffered from moderate to high levels of perceived e-learning stress. The findings should integrate into the education monitoring system to enhance students' coping strategies, incite readiness, straighten, and nourish existing policies. Key messages The moderate and higher level of e-learning stress was 76% and 15%, respectively. Here, 58% of students were at the sub-optimum level of e-learning readiness. Students’ sub-optimum level of e-learning readiness was significantly associated with the perceived moderate and high level of e-learning stress.

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Manage Perceived E-Learning Quality in Egyptian Context

Cited by 3 publications

References 0 publications

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

The Influence of International Education Accreditation on a Graduate Health and Hospital Program

E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

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