RETRACTED ARTICLE: E-learning adoption of academicians: a proposal for an extended model

Uğur, Naciye Güliz; Turan, Aykut Hamit

doi:10.1080/0144929x.2018.1437219

Cited by 53 publications

(43 citation statements)

References 59 publications

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“…UTAUT model states a direct influence of the behavioral intention towards the performance expectancy concerning the adoption of the technology. This is consistent with the earlier findings which supplement its use in the e-learning contexts [29], [31], [32], [34], [36], [37]. In correspondence to the theory, the study posits:…”

Section: Social Influencesupporting

confidence: 90%

“…UTAUT model proposes a direct effect of the behavioral intention on performance expectancy concerning the adoption of the technology. Additionally, several studies identified the effectiveness of this construct in instilling technology adoption for a user [29], [30] - [32], [34] - [37], particularly for MOOCs [1,19,20]. In line with the theory, the study suggests:…”

Section: Performance Expectancymentioning

confidence: 60%

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Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Altalhi¹

2021

Int. J. Emerg. Technol. Learn.

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Massive Open student’s courses (MOOC) have stimulated the efforts made for improving the learning techniques and enhancing it the spectrum for students learning. Unfortunately, the acceptance of MOOC as a learning instrument re-mained low, which is perceived as an entertainment tool rather than an academic tool, particularly in developing countries. The study evaluated the student’s adap-tation of MOOC as an academic tool. It developed an understanding of the asso-ciated factors which impact the students’ decision towards utilizing MOOC as a learning instrument. It initially investigated the constructs of the native UTAUT, subsequent to which is derived theory from the literature, amplifying the UTAUT theory scope by instigating e-learning factors associated with MOOC, such as at-titude and self-efficacy. Based on the established framework, a survey was con-ducted where 150 MOOCs’ students were recruited. The collected data were sta-tistically analyzed using SPSS. The results showed that acceptance of the MOOCs was substantially affected by its performance expectancy, effort expec-tancy, social influence, self-efficiency, attitude, and facilitating conditions. It also suggested that efforts should be introduced to promote the use of MOOCs among the academic institutes in Saudi Arabia.

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Section: Social Influencesupporting

confidence: 90%

Section: Performance Expectancymentioning

confidence: 60%

Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Altalhi¹

2021

Int. J. Emerg. Technol. Learn.

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“…With students and teachers quarantined, technology should be available to implement learning. Acceptance of e-learning may depend on several factors, and technological access has been long suggested to be a critical factor (Revythi & Tselios, 2019;Uğur & Turan, 2018; Valencia-Arias et al, 2019). For a programme to be prepared for e-learning activities, technology should be ubiquitous.…”

Section: Critical Reflections On E-learning Readinessmentioning

confidence: 99%

“…Similar results are seen in the students' and teachers' responses to their technological confidence, support, and training. These factors are critical for developing successful e-learning programmes and eventual acceptance of the end-users (Uğur & Turan, 2018;Revythi & Tselios, 2019;Valencia-Arias et al, 2019). These include considering the present basic computer skills, internet/online skills, software application, and e-learning training.…”

Section: Critical Reflections On E-learning Readinessmentioning

confidence: 99%

Reflections on the role of occupational therapy programmes on the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic

Gomez

2020

World Federation of Occupational Therapists Bulletin

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The rise in COVID-19 cases has resulted in the suspension of face-to-face classes in the Philippines. Educational programmes are suddenly expected to shift to e-learning strategies in the delivery of educational instructions. This case report provides a critical reflection on an occupational therapy (OT) programme's e-learning preparedness survey of its stakeholders. Implications on the stakeholders' readiness and confidence in e-learning as it relates to their mental health are discussed. The paper concludes with a recommendation for OT programmes to use its str in supporting its stakeholders' transition to anlearning environment to mitigate any associated mental health-related issues and promote full participation within this new environment.

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“…Although academic performance feedback and its effect on learning have been extensively researched in recent years (Belcadhi, 2016;Semley et al, 2016;Stegemann and Malan, 2016), students' learning methods have started to change. Specifically, computer and internet use in learning are increasingly being adopted (Uğur and Turan, 2018). Feedback on learning and academic progress, therefore, also needs to adapt to cater for the trends that are being followed by students.…”

Section: Introductionmentioning

confidence: 99%

A Framework for Computerized Progress Feedback in Tertiary Education

Merwe¹,

Toit²,

Kruger³

2020

Journal of Computer Science

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The dawn of democracy in South Africa in 1994 has resulted in challenges in many fields, especially in education. University enrolment rates are high and the output quality of school learners in general is delicate which threatens the graduate quality of tertiary institutions. Contrary to rising student enrolments, the attrition rates have not improved. One contributing factor is the lack of comprehensive insight into students' academic performance throughout the course of a program. New systems are being developed and implemented in both online and on-campus programs and can be utilized to improve student performance feedback. Prior studies served to identify the ideal elements, models and concepts necessary to develop a framework for academic progress feedback in the tertiary education environment. In this paper, a model-based academic progress feedback framework is proposed to improve learning. The framework was implemented in a case study at a South African university and evaluated using a survey. The framework was readily accepted by the end-users and conformed to the features and requirements identified in literature.

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RETRACTED ARTICLE: E-learning adoption of academicians: a proposal for an extended model

Cited by 53 publications

References 59 publications

Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Reflections on the role of occupational therapy programmes on the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic

A Framework for Computerized Progress Feedback in Tertiary Education

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