Understanding the effect of e-learning on individual performance: The role of digital literacy

Mohammadyari, Soheila; Singh, Harminder

doi:10.1016/j.compedu.2014.10.025

Cited by 351 publications

(274 citation statements)

References 92 publications

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“…Two items for the UB were also adapted from Venkatesh et al (2003). Finally, four items were adapted from Mohammadyari and Singh (2015) and Wang (2014) were used to measure Trust. A 7-point Likert scale ranging from 1-strongly disagree to 7-strongly agree were used to measure the items that represent each construct within the proposed research model.…”

Section: Measurementmentioning

confidence: 99%

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Masa'deh¹,

Tarhini²,

Mohammed³

et al. 2016

IJBM

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This study seeks to explore the factors that influence students' usage behaviour of e-learning systems. Based on the strong theoretical foundation of the Unified Theory of Acceptance and Use of Technology (UTAUT) and using structural equation modeling (SEM) via AMOS 21.0, this research paper examines the impact of performance expectancy, effort expectancy, hedonic motivation, habit, social influence, and trust on student's behavioural intention, which is later examined along with facilitating conditions on student's usage behaviour of e-learning systems. Data was collected from students at two universities in Beirut (capital of Lebanon) using a cross-sectional questionnaire survey between January and March 2015. The results revealed direct positive effect of performance expectancy, hedonic motivation, habit, and trust on student's behavioural intention to use e-learning explaining around 71% of overall behavioural intention. Meanwhile, behavioural intention and facilitating conditions accounted for 40% with strong positive effects on student's usage behviour of e-learning systems. However, both effort expectancy and social influence did not impact student's behavioural intention.

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Section: Measurementmentioning

confidence: 99%

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Masa'deh¹,

Tarhini²,

Mohammed³

et al. 2016

IJBM

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show abstract

“…Similarly, digital literacy moderates use of technology [14], and as the results of this study suggest, affects all users, including the healthcare providers who support patients. Familiarity with technology and employment regulations may either further facilitate technology adoption or pose a barrier for use.…”

Section: Non-functional Requirementsmentioning

confidence: 99%

Barriers to and Facilitators of Engagement With mHealth Technology for Remote Measurement and Management of Depression: Qualitative Analysis (Preprint)

Simblett¹,

Matcham²,

Siddi³

et al. 2018

Preprint

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“…Consequently, students are actively involved in the learning process and may feel more competent, self-determining, self-regulating, and intrinsically more interested in learning (Eom, 2012;Shea & Bidjerano, 2010). Prior research (e.g., Goggins & Xing, 2016;Mohammadyari & Singh, 2015) in education or e-learning has found that students' active participation is positively related to their learning effectiveness of English proficiency development. The more opportunity of active participation in a learning environment, the more positive learning outcomes the students would gain.…”

Section: The Effects Of Active Participation In Belmentioning

confidence: 99%

Examining Factors Influencing Technical-Vocational University Students’ Learning Effectiveness of English Proficiency Development in a Blended e-Learning Environment

Lin¹,

Li²

2017

ijhrs

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Based upon the perspective of social cognitive theory, this study develops a conceptual framework that examines the antecedents of technical-vocational university students' active participation and learning effectiveness of English proficiency development in a blended e-learning (BEL) environment. A BEL system was employed to support technical-vocational university students' English proficiency development. The research model is tested using a questionnaire survey of 298 participants. Confirmatory factor analysis was performed to test the reliability and validity of the measurements. The partial least squares method was used to validate the measurement and hypotheses. The empirical results indicate that e-learning self-efficacy, social influence and BEL system characteristics are the primary antecedents of students' active participation in a BEL environment. The results also show that e-learning self-efficacy, student active participation and BEL system characteristics saliently affect technical-vocational university students' learning effectiveness of English proficiency ISSN 2162-3058 2017 development. The findings signify that technical-vocational university students show positive incline towards the active participation in BEL for English as a foreign language (EFL) courses and exposed a possible benefit of English proficiency development from its use in the long run. The results can not only proffer instrumental suggestions for the critical research issue of e-learning, but also may serve as instrumental guidelines for a BEL environment to be effective implemented with care to avoid the risk to weaken student's interests and activations in English proficiency development in BEL. International Journal of Human Resource Studies

show abstract

Understanding the effect of e-learning on individual performance: The role of digital literacy

Cited by 351 publications

References 92 publications

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Barriers to and Facilitators of Engagement With mHealth Technology for Remote Measurement and Management of Depression: Qualitative Analysis (Preprint)

Examining Factors Influencing Technical-Vocational University Students’ Learning Effectiveness of English Proficiency Development in a Blended e-Learning Environment

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