The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

Haleman, Khairah Nuraishah; Yamat, Hamidah

doi:10.32996/jeltal.2021.3.1.2

Cited by 10 publications

(12 citation statements)

References 31 publications

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“…The education system needs to strengthen its mental health and psychosocial support to wider stakeholders beyond students either through in-person or virtual counselling. In terms of teaching and learning, while a few studies highlighted that virtual learning offers flexible, interactive, and effective lesson delivery [ 82 ], more studies have revealed that a physical class at school is the most effective delivery modality during the pandemic [ 83 ].…”

Section: Discussionmentioning

confidence: 99%

Impact of COVID-19 on School Populations and Associated Factors: A Systematic Review

Sakti

Ajis

Kim³

et al. 2022

IJERPH

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Apart from the severe impact on public health and well-being, the chain effect resulting from the COVID-19 health crisis is a profound disruption for various other sectors, notably in education. COVID-19 has driven massive transformation in many aspects of the educational landscape, particularly as teaching and learning shifted online due to school closure. Despite the many impacts of the health crises on school populations, a systematic review regarding this particular issue has yet to be conducted. This study, therefore, attempts to comprehensively review the impact of health crises on school populations (student, teacher, parent, and school administration). An extensive literature search guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) reporting checklist was performed in two selected databases, namely Web of Science (WoS) and Scopus to identify how this particular topic was previously studied. Exclusion and inclusion criteria were set to ensure that only research papers written in English from the year 2000 to the present (April 2021) were included. From a total of 457 studies screened, only 41 of them were deemed eligible to be included for qualitative synthesis. The findings revealed that the COVID-19 pandemic was the only health crisis discussed when it comes to investigating the impact of health crises on school populations. This study found four notable consequences of health crises on school populations, which are impacts on mental health, teaching and learning, quality of life, and physical health. Among factors associated with the impact of the health crises are; demographic factors, concerns about the pandemic, education-related factors, health-related factors, geographic factors, economic concerns, teaching challenges, and parenting in the pandemic. This study is expected to be a reference for future works in formulating crises mitigation strategies to reduce the impact of health crises on schools by exploring the contexts of the crises.

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Section: Discussionmentioning

confidence: 99%

Impact of COVID-19 on School Populations and Associated Factors: A Systematic Review

Sakti

Ajis

Kim³

et al. 2022

IJERPH

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“…Positive effects of online learning system characteristics on both attitudes and BIs of EFL learners were also depicted in studies by Kanwal and Rehman (2017) and Pituch and Lee (2006). Like online learning system characteristics, the positive effects of PU of online learning on attitudes and BIs of EFL learners were also supported by most of the studies (Almarabeh, 2014;Farahat, 2012;Haleman & Yamat, 2021;Jiang et al, 2021;Natasia et al, 2022;Salloum et al, 2019;).…”

Section: Discussionmentioning

confidence: 67%

“…As stated in the literature, several research articles have shown that PU had a positive impact on the learners' BIs using online learning systems (Almarabeh, 2014;Farahat, 2012;Haleman & Yamat, 2021;Jiang et al, 2021;Natasia et al, 2022;Salloum et al, 2019). Some researchers indicated that the students with positive attitudes toward online learning systems had greater BIs toward them (Almarabeh, 2014;Farahat, 2012;Haleman & Yamat, 2021;Natasia et al, 2022). On the contrary, others claimed that learners' attitudes toward online learning systems had an insignificant effect on the learners' BIs toward them because the online learning systems were the only choice they had during the lockdown in the era of covid-19 (Jiang et al, 2021;Teo, Wong, & Chai, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Regarding PU as a TAM construct that significantly affected the learners' attitudes towards using online learning, previous research acknowledged that PU has positively affected learners' attitudes towards using online learning systems (Almarabeh, 2014;Farahat, 2012;Jiang et al, 2021;Natasia et al, 2022). As stated in the literature, several research articles have shown that PU had a positive impact on the learners' BIs using online learning systems (Almarabeh, 2014;Farahat, 2012;Haleman & Yamat, 2021;Jiang et al, 2021;Natasia et al, 2022;Salloum et al, 2019). Some researchers indicated that the students with positive attitudes toward online learning systems had greater BIs toward them (Almarabeh, 2014;Farahat, 2012;Haleman & Yamat, 2021;Natasia et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

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EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

Mizher¹,

Amoush²,

Alwreikat³

2022

AWEJ

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This study examined the attitudes toward online learning of EFL students by applying technology acceptance model (TAM) constructs along with the characteristics of the online learning system and the experience of online learning as external independent variables. The study used a quantitative approach. The researchers collected data by administering a questionnaire using Microsoft’s online form to the tertiary students who were studying for their Bachelor of Arts degree (B.A.) in the English Language and Literature Department at Al-Balqa Applied University – Jordan. . One hundred eighty-five students out of 602 responded to the questionnaire. The researchers used SPSS and Structural Equational Modeling (SEM – Smart PLS) to analyze the data. Among the findings, the characteristics of an online learning system significantly affected perceived usefulness (PU), perceived ease of use (PEOU), attitudes, and the behavioral intentions (BIs) of EFL learners. In contrast, EFL learners’ PEOU negatively affected their attitudes towards online learning and BIs. Finally, the attitudes of students who studied online for four semesters or more were negative compared to those who took less than four semesters online. These findings could be attributed to the supposedly temporary and rapid shift to online learning due to Covid-19 lockdown measures. This study is significant because it develops an understanding of tertiary EFL attitudes towards online learning. It also reflects on their behavioral intentions to utilize online learning after the pandemic. The researchers believe that this is the first study to examine EFL learners’ attitudes and BIs on using online learning during/after the pandemic in Jordan using TAM.

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“…Persistent disasters have led to more research to understand their evolving effects on local and global communities (IMF, 2020; UNDP, 2010b). Since the outbreak of coronavirus in 2019, many studies have aimed at understanding the consequences of the COVID-19 pandemic on different groups of students, primary school to college (e.g., Bentenuto et al, 2021;Chatterjee & Roy, 2020;Haleman & Yamat, 2021;Jain, 2020). Other research has investigated the schooling of learners with disabilities from different perspectives (Kiru, 2019;Nyeris & Koross, 2015), and most recently, on the impact of COVID-19 on learners with disabilities (Angode & Ressa, 2021;Ressa, 2020Ressa, , 2021, which points to the importance of education in disaster management and recovery process (Hoffmann & Muttarak, 2017;UNDP, 2010a).…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 and Schooling of Disabled Children and Youth in Kenya: The Locus of Education in the Disaster Risk Reduction Process

Ressa¹

2022

JSS

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This study examines the impact of the COVID-19 pandemic on primary and secondary school-age children with disabilities to assess Kenya's disaster readiness and the current mitigating measures using the UNDRO/UNDP Disaster Management and Recovery Program framework. The vulnerability analysis of the education system in Kenya reveals gaps in implementing disaster risk reduction (DRR) programs for children and youth with disabilities. Mismanagement of insufficient resources and services (i.e., digital infrastructure and shortage of computer literate educators and government inaction and corruption) showed the extent to which COVID-19 pandemic has undermined the capacity of Kenya's education system to prepare school-age children with special needs for citizenry responsibilities. Since DRR efforts can overlook or neglect the particular constraints of communities with disabilities within and beyond the education sector, the DRR programs should include education (i.e., physical and virtual learning) to contain the unpredictable and novel pandemics (e.g., COVID-19) and importantly, and include disabled persons and their families in the DRR committees at all administrative levels. This is vital in mitigating factors that predispose disadvantaged children to academic failure and push them to failed adult life on the periphery of society.

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The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

Cited by 10 publications

References 31 publications

Impact of COVID-19 on School Populations and Associated Factors: A Systematic Review

Impact of COVID-19 on School Populations and Associated Factors: A Systematic Review

EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

COVID-19 and Schooling of Disabled Children and Youth in Kenya: The Locus of Education in the Disaster Risk Reduction Process

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