Utilizing DEMATEL for Value-Embedded e-Learning during the COVID-19 Pandemic

Abstract

Lockdowns of various forms have prompted higher education institutions (HEIs) to suddenly shift from physical face-to-face classes to e-learning environments on an unprecedented scale in recent history. This sudden shift promotes the continuity of the teaching-learning process in HEIs despite the COVID-19 pandemic, at most on the positive side, while bringing forth challenges related to individual learners and academics. This work is based on a recently reported Values-Enhanced Technology Adoption (VETA) model, which incorporates individual values in technology acceptance modeling. Despite offering crucial insights into academics in evaluating e-learning adoption, the current literature suffers from drawbacks. Motivated by addressing these limitations, this work reevaluates the nine constructs of the VETA model using the decision-making trial and evaluation laboratory (DEMATEL). Results indicate that effort expectancy, hedonic motivation, price value, habit, security, tradition, conformity, achievement, power, and hedonism constructs cause performance expectancy, behavioral intention, and social influence. The DEMATEL captures and models the causal relationships between these constructs within an analytical framework, which induces some variations of the recent empirical findings. Finally, the perception of self-achievement among academics drives the intention to adopt e-learning. The findings offered in this work are crucial to the evolving literature of COVID-19 on education, particularly in informing the design of initiatives and measures to enhance e-learning.

Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

“…Basic demographics such as respondents' age, gender, and education as well as questionnaire items that measure the variables EXP, TA, FC, SE, PU, PEOU, TTF, BI, and EAB were adapted from the sample questionnaire. TA was adapted from survey items [26,63]; FC was adapted from survey items [62,66], PEOU was adapted from survey items [51,63], TTF was adapted from survey items (Kim et al, 2010; Behavioral intention to use eLearning was adapted from items from a survey [63,67], and e-learning adoption for educational sustainability was adapted from items from a survey [68,69]. For data analysis, PLSSEM techniques were implemented using Smart-PLS3.…”

Benefits of YouTube Live Streaming as a Learning Media for Students during Covid-19 Pandemic

“…The closure of educational institutions occurred at all levels, from basic education to tertiary education. Covid-19 has prompted higher education institutions (HEIs) to implement an unprecedented scale of elearning environments in place of real, face-to-face classrooms [2]. Indonesian government responded to the same thing by closing school activities at the start of the Covid-19 outbreak, then issuing a policy by conducting online learning or distance learning to protect students from the deadly virus outbreak.…”