Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

Bossman, Ahmed; Agyei, Samuel Kwaku

doi:10.1016/j.heliyon.2022.e09200

Cited by 52 publications

(51 citation statements)

References 71 publications

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“…Students also like to use cloud accounting because it benefits their flexibility compared to manual learning media. Thus, high quality and dependence on cloud accounting result in higher student satisfaction [24]. The study is evidenced by previous research where the use of web-based learning systems can be explained by quality web content [25].…”

Section: Literature Reviewsupporting

confidence: 62%

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What Drives Students to Feel the Impact of Online Learning in Using a Cloud Accounting Integrated System?

Musyaffi¹,

M.Ak.,²,

Arief³

et al. 2022

TEM Journal

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cloud accounting is an accounting information system based on cloud technology that can make transactions online. This study focused on determining the elements that influence the acceptance of cloud accounting in education. These research targets are students who use cloud accounting in their learning classes. By using the census method, a total of 240 students were used as respondents to answer questionnaires after completing learning through cloud accounting. Then, the data were analysed using a partial least squares approach. The results show that Cloud accounting quality (CAQ), Instructor characteristics (IC), confirmation (CN), and Perceived ease of use (PEOU) influence perceived usefulness (PU). Additionally, PU and PEOU improve Intention to use (INCA) and Satisfaction (SS). The findings of this research provide input to lecturers to improve teaching methods and instructions in using learning media through technology so that students understand the learning is carried out.

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Section: Literature Reviewsupporting

confidence: 62%

“…The quality of technology in the education context is shown by users' good perception of the technology used in learning. In this study, cloud accounting quality (CAQ) is the effectiveness and efficiency of cloud accounting [24]. By using cloud accounting, students will get a different experience compared to face-to-face learning.…”

Section: Literature Reviewmentioning

confidence: 99%

What Drives Students to Feel the Impact of Online Learning in Using a Cloud Accounting Integrated System?

Musyaffi¹,

M.Ak.,²,

Arief³

et al. 2022

TEM Journal

View full text Add to dashboard Cite

show abstract

“…The result of the study implies that the students’ satisfaction serves as the mediator between the students’ performance and the student-instructor interaction in modular distance learning for K-12 students [ 70 ].…”

Section: Resultsmentioning

confidence: 99%

Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

Jou

Mariñas

Saflor

2022

Behavioral Sciences

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The COVID-19 pandemic brought extraordinary challenges to K-12 students in using modular distance learning. According to Transactional Distance Theory (TDT), which is defined as understanding the effects of distance learning in the cognitive domain, the current study constructs a theoretical framework to measure student satisfaction and Bloom’s Taxonomy Theory (BTT) to measure students’ academic achievements. This study aims to evaluate and identify the possible cognitive capacity influencing K-12 students’ academic achievements and satisfaction with modular distance learning during this new phenomenon. A survey questionnaire was completed through an online form by 252 K-12 students from the different institutions of Occidental Mindoro. Using Structural Equation Modeling (SEM), the researcher analyses the relationship between the dependent and independent variables. The model used in this research illustrates cognitive factors associated with adopting modular distance learning based on students’ academic achievements and satisfaction. The study revealed that students’ background, experience, behavior, and instructor interaction positively affected their satisfaction. While the effects of the students’ performance, understanding, and perceived effectiveness were wholly aligned with their academic achievements. The findings of the model with solid support of the integrative association between TDT and BTT theories could guide decision-makers in institutions to implement, evaluate, and utilize modular distance learning in their education systems.

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“…Furthermore, the finding receives support from relevant literature. Learner attitude towards e-learning has been identified as an important factor to affect satisfaction (Bossman & Agyei, 2022). Sun et al (2008) also suggest that positive attitude, which enhances successful computer learning, is a critical factor in satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…The relationship between e-learner satisfaction and academic performance has also been currently discussed. In a recent study, Bossman and Agyei (2022) attempted to determine the structural relationship between factors that affect e-learner satisfaction and student performance in a distance learning program in Ghana. They identified the factors predicting satisfaction as technology anxiety, instructor variables, course quality, technology quality and ease of use.…”

Section: Literature On E-learner Satisfactionmentioning

confidence: 99%

EFL Students’ Online Course Satisfaction and Attitudes Towards E-Learning in Post-Pandemic Hybrid Education

ERDEL

2022

Kastamonu Eğitim Dergisi

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Purpose: This study seeks to identify the EFL students’ satisfaction with the online courses they took within the scope of hybrid education in the post-pandemic period and their attitudes towards e-learning, and to determine whether there is a relationship between these two variables. Design/Methodology/Approach: Students studying in Iğdır University English Language and Literature Undergraduate Program in the spring semester of the 2021-2022 academic year constitute the population of this research. Since there are online courses at all levels, including the preparatory program in the department, all of the department students were included in the research and in order to collect the research data, the Online Course Satisfaction Scale and the Attitudes towards E-learning Scale were administered at four levels (Preparation, 1st, 2nd, and 3. Grades) of the program. The data obtained were transferred to the SPSS program and descriptive and inferential analyzes were carried out. Findings: The research findings indicated that the students were moderately satisfied with their experiences in online courses and they had mildly positive attitudes towards e-learning. The students’ satisfaction was not affected by their gender, nor their perceived L2 proficiency, but by the year of study, juniors and preparatory year students having the highest satisfaction means. As regards the learner attitudes, male students had significantly more positive attitudes towards e-learning than females and the sophomores and juniors reported more positive attitudes than students at other levels. A statistically significant relationship between online course satisfaction and attitudes towards e-learning was identified as a result of the analyses. Highlights: The moderate satisfaction and attitude levels found as a result of the study suggest that the challenges the students encountered during the emergency remote teaching might be continuing in hybrid education practices. The implementation of more solid, realistic and systematic program evaluation is suggested in order to mitigate the factors adversely affecting EFL students’ satisfaction and attitudes towards e-learning.

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Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

Cited by 52 publications

References 71 publications

What Drives Students to Feel the Impact of Online Learning in Using a Cloud Accounting Integrated System?

What Drives Students to Feel the Impact of Online Learning in Using a Cloud Accounting Integrated System?

Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

EFL Students’ Online Course Satisfaction and Attitudes Towards E-Learning in Post-Pandemic Hybrid Education

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