ABSTRACT
The COVID-19 pandemic has disrupted the world???s education system, including Malaysia. This disruption has affected approximately 1.6 billion students in more than 200 countries. The closure of educational institutions has caused various changes in people???s lives. This research examines the associations between institutional support, perceptions of usefulness, personal innovation, perceived social pressure, and age with the application of technology among teachers from rural schools in Johor. One hundred ten teachers were involved in this study. The results showed that perceived usefulness, personal innovativeness, and perceived social pressure had influenced technology adoption among the teachers from rural schools.
ABSTRACT
The occurrence of Covid-19 has caused the existing school learning system to move to online teaching and learning methods. They are carried out to safeguard the continuity of school learning sessions, attempting to avert dropouts. This paper analyzes the relationships between organizational factors, perceived usefulness, personal innovativeness, and peers with technology adoption among teachers in rural schools in Segamat District. A total of 117 teachers were involved in this study. The results showed that perceived usefulness, personal innovativeness, and peers influenced technology adoption among teachers from rural schools.
ABSTRACT
Today's conventional teaching and learning methods have changed due to the COVID-19 pandemic. Online forms are replacing traditional education approaches. Along with the era of advanced technology, many universities are taking this opportunity to develop e-learning platforms to be used by both students and educators. This paper analyses the relationships between student behaviour, technological systems, interactive applications, institutional factors, and instructor characteristics to accept electronic learning among distance learners. A total of 479 valid questionnaires were analyzed. The result indicates that student behaviour, interactive applications, and instructor characteristics are the determinants of electronic learning.