Students’ Acceptance for e-Learning and the Effects of Self-Efficacy in Malaysia

Latip, Mohd Fuad Abdul; Noh, Ismayaza; Tamrin, Masliana; Latip, Siti Nur Nadhirah Abdul

doi:10.6007/ijarbss/v10-i5/7239

Cited by 30 publications

(47 citation statements)

References 36 publications

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“…Furthermore, the findings showed that the students perceived that they felt confident when using the e-learning portal [56,61]. They also perceived that there was the influence of their fellows on them for using the e-learning portal [38,80].…”

Section: Discussionmentioning

confidence: 93%

Development and Validation of User Experience-Based E-Learning Acceptance Model for Sustainable Higher Education

et al. 2021

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E-learning is a convenient way of learning through a portal. E-learning is being increasingly adopted in the world; however, the factors that influence the intention of users for accepting the e-learning technology have not been sufficiently explored, particularly in developing countries. Although many e-learning acceptance models do exist, the research on a user experience (UX)-based e-learning acceptance model is still lacking. As UX is one of the crucial factors for the acceptance of an e-learning portal, this research study aims to develop and validate a UX-based e-learning acceptance framework for sustainable higher education. In this connection, a web-based responsive e-learning portal for university students has been developed. The portal can be accessed from anywhere, at any time, and on any device, making the learning sustainable. The UX-based e-learning acceptance framework is developed by integrating the selected constructs of a widely accepted UX model, technology acceptance model (TAM), and four well-known constructs from various technology acceptance models. The constructs are appeal, pleasure, satisfaction, perceived ease of use, perceived usefulness, information quality, self-efficacy, social influence, benefits, and behavioral intention, which can predict the intentions of the students for acceptance of the e-learning portal. The data were collected from 650 university students using online and manual questionnaires. After data screening, 513 valid responses were further analyzed using structural equation modeling. According to the results, the framework fits the data well. The constructs satisfaction, perceived ease of use, perceived usefulness, information quality, self-efficacy, social influence, and benefits have a statistically significant effect on the behavioral intention of the students regarding the acceptance of the e-learning portal. The construct perceived ease of use has a statistical significant impact on perceived usefulness and pleasure. The construct appeal has a statistical significant impact on pleasure and satisfaction. Similarly, the construct pleasure has also a positive statistical significant impact on satisfaction. This research study contributes to the e-learning acceptance models by developing and validating the UX-based e-learning acceptance framework for sustainable higher education. The framework provides important insights for the acceptance of university based e-learning portals in the context of developing countries.

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Section: Discussionmentioning

confidence: 93%

Development and Validation of User Experience-Based E-Learning Acceptance Model for Sustainable Higher Education

et al. 2021

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“…Limited studies have been done to compare undergraduates' academic motivation in learning the English language online in the contexts of learning English as a second language (ESL) in Malaysia, and as a foreign language (EFL) in Indonesia as most were on individual context (Allam et al, 2020;Chung et al, 2020;Latip et al, 2020;Wulanjani & Indriani 2021). Researching this topic could provide insights on the effects of the linguistics contexts such as ESL and EFL, as well as the institutional contexts such as University A in Malaysia and University B in Indonesia on their levels of academic motivation in English online classes.…”

Section: Motivation In Language Teaching and Learningmentioning

confidence: 99%

“…This study also reported on the strong and positive relationship between students' academic self-efficacy in ESL and their English language competence. Also, Latip et al (2020) indicated that students with high selfefficacy would have a better understanding of the lessons, and this could contribute to learning achievement. Hence, these studies indicated that students who perceived themselves as having selfefficacy would commit to achieving their learning attainments.…”

Section: Self-efficacymentioning

confidence: 99%

Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia

Omar

Shaharuddin

Nawi

et al. 2021

Indonesian J. Appl. Linguist.

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This study intended to fill the gap of undergraduates’ academic motivation in Malaysia and Indonesia where, to date, little study has been done. It investigated and compared undergraduates’ academic motivation levels in English online classes in two universities in both countries. Online questionnaires on students’ self-regulated learning (SRL) and self-efficacy towards online learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ) were distributed to 206 undergraduates from University A in Malaysia and 174 undergraduates from University B in Indonesia. Switching from physical traditional to online classes is the new norm that could be challenging and demotivating, but the results showed that the students from both universities achieved mostly high mean scores of the SRL and self-efficacy items. This indicated that their academic motivation levels were high, they were in control over their learning process, and have positive perceptions towards online classes. This uniformity also implied that although English is a second language in Malaysia, and a foreign language in Indonesia, the undergraduates were not affected by their linguistics, and institutional contexts. This study has contributed towards the extension of the current knowledge involving undergraduates’ academic motivation towards learning English online and suggested that teachers could help to strategise students’ SRL and self-efficacy to increase their English language performances, particularly in the pandemic era. Further research could explore the effects of academic motivation on learning outcomes or language performance as this could assist teachers to improve learners’ English proficiency in online classes.

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“…Hence, to improve the quality of teaching, there is a need to ensure a suitable medium for online learning, such as Microsoft Team, Google Meet and Zoom, that is provided by universities and effectively used by both lecturers and students (Ilias et al, 2020). In terms of obstacles encountered because of the transition from face-to-face learning to a fully virtual learning environment, students reported a decrease in wellbeing, a loss of motivation, difficulty concentrating on their studies, and Internet connectivity issues (Azlan et al, 2020) E-Learning is one of the technical-based tuition and training platforms in telecommunication technology used to deliver information in education (Latip et al, 2020). Along with the progressive information and communication development, e-Learning is considered a paradigm in modern education.…”

Section: Instructormentioning

confidence: 99%

“…Indeed, it is difficult to ensure the reliability of the learning services provided (Schroeder et al, 2010). That is the reason it is vital to assess students' acceptance of the e-Learning method (Latip et al, 2020). In addition, fear of technology, lack of technical skills, lack of technical support for both students and lecturer may also cause some concerns (Ali & Magalhaes, 2008).…”

Section: E-learning Acceptancementioning

confidence: 99%

E-learning Acceptance Among Students: Evidence from UiTM Melaka City Campus

Abdullah¹,

Hanapiyah²,

Arham³

2021

IJARPED

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COVID-19 pandemic is a global issue that change the education system from face to face to fully online teaching and learning. These changes affected the whole education system and departments from the students, lecturers, management, and suppliers. Hence, to provide an efficient and effective online learning, an investigation on factors that affect the successful of e-learning in Malaysia is deemed to be necessary. The first objective for this study is to validate the measurement items for each variable used in this study. Second objective of this study to examine the effect of instructor, accessibility, and university support on e-learning acceptance among students. This study utilized a cross-sectional study and questionnaire is the main source of information. The population of this study is students from the Faculty of Business and Management, Universiti Teknologi MARA (UiTM), Melaka Branch. From the population, a complete response is 171. To answer the research objective, SPSS was utilized, and the analyses conducted including frequency analysis, exploratory factor analysis (EFA), reliability analysis and regression analysis. From the exploratory factor analysis, all items used in this study was above 0.40 and it consider acceptable. Next, based on the regression analysis, all variables used in this study were found to be significant towards the e-learning acceptance. Hence, this showed that, instructors, accessibility, and university support play an important role for the successful of e-learning. It is also suggested that to get a clear picture on the successful of e-learning, future research to increase the number of respondents across the university and states in Malaysia.

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Students’ Acceptance for e-Learning and the Effects of Self-Efficacy in Malaysia

Cited by 30 publications

References 36 publications

Development and Validation of User Experience-Based E-Learning Acceptance Model for Sustainable Higher Education

Development and Validation of User Experience-Based E-Learning Acceptance Model for Sustainable Higher Education

Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia

E-learning Acceptance Among Students: Evidence from UiTM Melaka City Campus

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