Students’ attitude to e-learning

Mukhametshin, Azat; Asratyan, Norair; SAFINA, A.M; Gaifutdinov, Azat M.; Ганиева, Г Р; Ganieva, Albina

doi:10.1051/shsconf/20219701042

Cited by 9 publications

(3 citation statements)

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“…It is suggested that necessary technical changes must be made in online learning design to facilitate peer interaction, support and socialisation in the online learning environment (Hasan & Khan, 2020). A smooth process of communication and interaction will hinder students' frustration and boost their belief in online learning (Mukhametshin et al, 2021).…”

Section: Can Text My Teacher At Any Time To Ask a Question (Student 7)mentioning

confidence: 99%

Exploring Online Learning Experiences among Students in Full Boarding School during Covid -19 Pandemic

Halim,

Jamari

2023

JSML

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Students in full-boarding school respond in a variety of ways to the rapid transformation and rearrangement of learning modes during the Covid-19 pandemic. To understand their situation, this paper describes the scenarios and issues that rose in the daily academic activity of the full boarding school students as online learners. A qualitative exploratory research design was used to answer three research questions regarding students’ experiences, problems with, and opinions on online learning during the Covid-19 pandemic. A total of 83 form four students (male and female) from three Ministry of Education full boarding schools in Selangor and Kuala Lumpur were chosen based on purposive sampling. An open-ended survey was used for data collection, while thematic analysis was used to analyse the data. The findings show that experiences faced by students during online learning involved distractions from the environment, freedom in learning and self-exploratory learning. Problems faced by students during online classes were internet disruption, online learning devices and social interaction. Their experiences and problems have an indirect influence on their opinion and preference for online learning. These findings reveal that while children preferred to be in their own home, learning was frequently disrupted by outside factors. Despite having a good academic background, the obstacles faced in online learning by the full boarding school students were similar to those in regular school. In conclusion, intrinsic motivation and self-exploratory learning are important to ensure students are not lagging in academics when it comes to online learning.

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Section: Can Text My Teacher At Any Time To Ask a Question (Student 7)mentioning

confidence: 99%

Exploring Online Learning Experiences among Students in Full Boarding School during Covid -19 Pandemic

Halim,

Jamari

2023

JSML

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“…The first one is to evaluate the success of the e-learning service and the second aspect assesses the impact of e-learning services on learning and academic performance of students. Mukhametshin et al (2021) examined the various aspects of the remote leaning system as an effective tool to manage the current demand posed by the pandemic towards educational institutions [38]. The results indicated the negative impressions of the students due to unstable internet connection along with the difficulty faced by the students while preparing for the assignment given by the teachers without much explanation.…”

Section: F Effectiveness Of the E-learningmentioning

confidence: 99%

Examining University Students’ Attitude towards e-Learning and Their Academic Achievement during COVID-19

Prakasha¹,

Sangeetha²,

Almeida³

et al. 2022

IJIET

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Higher education around the world has moved to online teaching due to COVID-19 pandemic. Students in higher education are compelled to attend online classes and adopt e-learning mode. There is not much evidence on training the students to adopt e-learning and remote learning. However, do they have a positive attitude towards e-learning and has it affected their academic performance? Present study administered an e-learning attitude scale to 840 students of a reputed University to examine whether they have positive or avoidance attitude to e-learning and also analysed e-learning attitude across students demographic characteristics. Study revealed a slight positive correlation between e-learning attitude and academic achievement of postgraduate students and not for undergraduate students. Girls’ excelled in their achievement and have a more positive e-learning attitude than boys have. Boys showed avoidance e-learning attitude. However, Socio Economic Status (SES) did not affect students’ e-learning attitude but influenced their academic achievement. Study concludes that stakeholders must create more opportunities to develop a positive attitude towards e-learning as future education is likely to be technology integrated.

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“…Some students who engaged in E-learning have better academic performance and thus they have a positive attitude towards E-learning [5] and are satisfied with it [6]. Others have negative impressions and assessments of E-learning [7], and thus they are unsatisfied with E-learning [8].…”

Section: Introductionmentioning

confidence: 99%

Evaluating Students' E-Learning Satisfaction in English Studies Based on UTAUT

He,

2023

AJESS

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This study assesses factors affecting students’ satisfaction with E-learning for English study based on unified theory of acceptance and use of technology (UTAUT). The sample data collected from 338 students in Zhaoqing University in China have been analyzed using structural equation modelling. The results reveal that facilitating conditions, performance expectancy and hedonic motivation have significant and positive impact on behavioural intention, but social influence and effort expectancy are not directly and significantly related to behavioral intention. Furthermore, behavioral intention, facilitating conditions and hedonic motivation directly correlate with students’ satisfaction with E-learning for English study. Performance expectancy indirectly influence students’ satisfaction mediated by behavioral intention. The six constructs of performance expectancy, hedonic motivation, facilitating conditions, effort expectancy, social influence, and behavioural intention account for 65.6 % of the total variance in Chinese students’ satisfaction with E-learning for English study.

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Students’ attitude to e-learning

Cited by 9 publications

References 0 publications

Exploring Online Learning Experiences among Students in Full Boarding School during Covid -19 Pandemic

Exploring Online Learning Experiences among Students in Full Boarding School during Covid -19 Pandemic

Examining University Students’ Attitude towards e-Learning and Their Academic Achievement during COVID-19

Evaluating Students' E-Learning Satisfaction in English Studies Based on UTAUT

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