Through the Lens of Students: MS Teams as a Sustainable Pedagogical Tool

The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education. © 2023 IEEE.

Factors Influencing the Use of Ubiquitous Learning in Higher Education in Sichuan, China in the Aftermath of Covid-19 Pandemic

This research aims to investigate factors for adoption of ubiquitous learning (u-learning) in higher education in China in the wake of the COVID-19 pandemic. Literature and theoretical models for adoption of ubiquitous learning were examined to find the key factors that would influence ubiquitous learning adoption which include performance expectancy, effort expectancy, social influence, facilitating conditions, intention to use and actual use. The research uses a quantitative, survey-based research design, employing online data collection. The study applied multistage sampling. First, a non-probability sampling method, judgmental sampling was used to draw a population of Chinese higher education students in Sichuan, China at three institutions: – Sichuan Normal University Fine Arts College, Sichuan University of Arts and Sciences Academy of Art and Design, and Dazhou Vocational and Technical College Art Department. Second, stratified random sampling was applied to calculate the number of students to represent each program. Lastly, a sample size of 420 was determined based on the ratio of the number of students in each institution to the total number of populations, were selected through convenience sampling. For analysis of data, Confirmation Factor Analysis (CFA) and structural equation modeling (SEM) were utilized. The analysis showed that intention to use has the strongest effect on actual system use. Furthermore, effort expectancy, facilitating conditions, and social influence except performance expectancy were found to positively affect the intention to use u-learning. Hence, policymakers, universities executives, and educators are recommended to consider these factors to ensure technology adoption success.

The Use of Online Flipped Classrooms during Covid-19 by Gifted Students: A Path Analysis Using UTAUT Model

This study used the UTAUT model as the theoretical basis to assess and evaluate the use of online flipped classrooms during covid-19 by gifted students. The Online Flipped Classrooms model is supposed to be an active educational approach due to the interest shown by researchers and teachers in it. It allows learning to take place everywhere. Convenience sampling was employed to collect the required data. This involved gifted primary and middle and secondary school students at Makka schools for gifted students distributing the research instrument to their students. The model of this study is designed based on the UTAUT model. This study investigates the effects of four variables: Performance expectancy, Effort expectancy, social influence, and Facilitating conditions on students' intentions to use Online Flipped Classrooms. BI correlates positively with performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC). PE, EE, SI and FC together yielded a coefficient of multiple regression (R) of 0. 763 and a multiple correlation square of 0. 760. This shows that 76.0% of the total variance in behavioural intention to use (BI) of those who participated in the study is accounted for by the combination of PE, EE and SI. BI was positively impacted by PE, EE, SI and FC. Further studies with are recommended to examine the effect of OFC using UTAUT Model. © 2023 Eskisehir Osmangazi University. All rights reserved.

Correction to: The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19

Reports an error in "The acceptance of learning management systems and video conferencing technologies: Lessons learned from covid-19" by Mark Anthony Camilleri and Adriana Caterina Camilleri (Technology, Knowledge and Learning: Learning mathematics, science and the arts in the context of digital technologies, Advanced Online Publication, Aug 12, 2021, np). In the originally published article, the authors identified an error in Fig. 1. The correct Fig. 1 and its caption are given in this erratum. The original article has been revised. (The following of the original article appeared in record 2021-76378-001). During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students' perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants' acceptance of interactive technology to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students' attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Behavioral Intention and Actual Use of Mobile Learning During the COVID-19 Pandemic in the Higher Education System

This study aims to investigate the impact on Behavioral Intention and Actual use of Mobile Learning in the Higher Education (HE). The survey was conducted at Cihan University Erbil, and the data was collected by questionnaire. 207 valid questionnaires have been analyzed by Structural equation modelling (SEM). The results indicated that performance expectancy, Effort Expectancy, Facilitating Conditions, Hedonic Motivation, and Habit had a positive and significant impact on Behavioral Intention to use Mobile learning among the students. On the other hand, Social influence and Price Value had an insignificant impact on Behavioral Intention to use Mobile learning among the students. Besides that, the current study reported that behavioral intention directly impacts user behavior (UB). At the same time, facilitating conditions and Habit had an insignificant impact on user behavior. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Modeling teachers acceptance of learning management system in higher education during COVID-19 pandemic: A developing country perspective.

The ubiquity of the World Wide Web has provided massive opportunities to teachers and learners around the globe to share knowledge anytime anywhere via learning management system. Hence, considering the needs of the students; universities have arranged the facilities of the learning management system. This study is an empirical evaluation of university faculty members' intention to use a learning management system. We extended Davis's (1989) Technology Acceptance Model (TAM) to evaluate faculty members' intention to use learning management system amid COVID-19. Data were obtained from the faculty members of Pakistani universities through the convenience sampling technique and analyzed using PLS-SEM. The outcomes of the study revealed that perceived ease of using a learning management system, user-interface design, and faculty members' innovativeness have a favorable impact on their intention to use learning management system. Facilitating conditions positively influenced intention to use learning management system. However, the positive relationship between facilitating conditions and perceived ease of using the learning management system was insignificant. The results indicate that the extended TAM model has effectively predicted faculty members' intention to use the learning management system. The findings of the current study can be used for the training and development of faculty members by institutions and regulatory bodies in developing countries.

The Acceptance and Use of Online Learning by Law Students in a South African University: An Application of the UTAUT2 Model

COVID-19 forced many universities to shift from traditional face-to-face or blended learning, to full online learning. The sudden shift was not easy for both students and lecturers, who had to adapt to the new learning mode. This study aimed to evaluate the acceptance and use of online learning of university students in the law faculty at a South African university during the COVID-19 pandemic. The study employs the extended unified theory of acceptance and use of technology (UTAUT2) model particularised to the online learning context in a country with a developing economy. An online survey was administered to the student participants. The structural equation modelling analyses indicated that social influence predicted the student behavioural intention, and that facilitating conditions and price value predicted the actual behavioural use of online learning. Consequently, universities will know which factors are essential during the transition from traditional learning to full online learning in a pandemic.

The Effects of Positive Technology Readiness in Smart Airports on Integrated Technology Acceptance Theories and Information-Sharing Intentions

Smart airports have been emerged due to the fourth industrial revolution and the development of the aviation industry. The advent of smart airports makes it possible for the airports to accommodate more and more flight travelers than ever. The researcher conducted a study to investigate users' information sharing intentions according to the technology readiness and integrated technology acceptance theories due to the expansion of unmanned services resulting from the COVID-19 pandemic. Targeting airplane travelers through smart airports over the last three years, the researcher collected 370 survey responses. Among them, 354 answers were valid with the exclusion of 16 responses to improve the validity of the research analysis. The researcher used statistics programs such as SPSS (version 22) and AMOS (version 22) to measure frequency, validity, reliability analysis, and route analysis. Sub-variables of positive technology readiness, such as optimism and innovativeness, significantly affect performance expectation and attempt expectation, social status, and facilitating conditions, which are sub-variables of UTAUT. In contrast, optimism does not affect facilitating conditions. Besides, the research findings imply that UTAUT does affect information-sharing intentions. The researcher clarified the effects of positive technology readiness and expanded technology acceptance intentions and their relationships to information sharing intentions based on research results. © 2022 IEEE.

The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students’ perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants’ acceptance of interactive technology to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students’ attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey.

Determinants for Adoption of MOOCs from the Perspective of UTAUT

The growth of information and communication technology (ICT) coupled with cheaper internet charges and android and windows-based computing devices facilitate online learning. The scaling up of the online teaching and learning process helping both educators and learners has happened during covid-19. Students have been using various platforms for online learning according to their level of understanding and as per instructions given by their institutes. The present study aims to examine the adequacy of the Unified Theory of Acceptance and Use of Technology (UTAUT) as a base theory in an academic context for identification of the factors which impact academicians and students' behavioral intentions in the adoption of MOOCs. Studies have been conducted in developed countries but a detailed study where students' have undergone sufficient exposure to remote learning is now worthwhile. The cross-sectional study used a descriptive methodology to test hypotheses related to the interaction between dependent variable behavioral intention of UTAUT, with independent variables like facilitating conditions (FC), performance expectancy (PE), social influence (SI), and effort expectancy (EE). Data was gathered through a self-administered questionnaire designed using Questionpro. For data analysis, multiple linear regression (MLR) was carried out using SPSS software V23. The research model was found significant with an explanatory power of 39.8 %. The study found that PE and EE were significant influencers to academicians' and students' behavioral intention for MOOCs. SI and FC, on the other hand, were not found to be significant predictors. © 2022 IEEE.

Forced online experiment and its acceptance among the University students during pandemic in Pakistan

Purpose>This study aims to assess the acceptability of online classes among university students of Pakistan through the extension of the unified theory of acceptance and use of technology (UTAUT) model.Design/methodology/approach>This study follows a quantitative research approach and data were collected from 662 university students of 10 different universities of Pakistan through a self-administrative Web survey. Structural equation modeling through SmartPLS was used to analyze the data.Findings>Findings of the research show that performance expectancy, effort expectancy, social influence and facilitating conditions play a significant role in developing the intention to adopt online classes. Furthermore, facilitating conditions and intention to adopt online classes have further resulted in frequent use behavior. The authors also investigated the moderating role effect of active learning in relationship behavioral intention and use behavior. Findings show that active learning is an important component of online classes that interacts with the behavioral intention to develop the behavior of attending the online mode of learning by students. However, no significant moderation of uncertainty was found in the relationship between four components of acceptance of technology and behavioral intention to adopt the technology.Originality/value>The authors have extended the UTUAT model by establishing the relationship between facilitating conditions and behavioral intention that supports e-learning. Furthermore, this study tests the moderating role of uncertainty and active learning on the UTUAT model.

Remote learning via video conferencing technologies: Implications for research and practice.

Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.

Survey data on the social, personal, and work resources associated with work engagement among knowledge workers in Malaysia amid the COVID-19 pandemic.

A regression analysis was conducted to assess the link between resilience, supervisor support, family and friend support, psychological empowerment, and facilitating conditions with work engagement using the Statistical Package of Social Sciences (SPSS) 26. This data was obtained from a cross-sectional survey of 259 knowledge workers in Malaysia. Specifically, this article provides data about the participants' demographic characteristics and the descriptive data of participants' responses. Further, the mean, standard deviation, reliability of the measured constructs, and regression analysis model summary are provided. This dataset offers suggestions to the top management in deducing ways to increase employees' work engagement during the COVID-19 pandemic.

Consumer usage behavior of internet-based services (IBS) in Pakistan during COVID-19 crisis from the perspective of technology acceptance model.

This study aims to explore the factors that affect consumers' behavior in adaptation and use of internet-based services (IBS) during the COVID-19 crisis. In this study, technology acceptance model (TAM) was applied to predict the behavioral intention of active social media users among the Pakistan population based on the revised model of the TAM model. And the data of external factors facilitating conditions (FC), social impact (SI), and task technology fit (TTF) were collected from active social media users of Pakistan by using structured questionnaires. After performing Pearson's correlation and linear regression on the collected data, findings have shown that the outcome variable, i.e., behavioral intention, exhibited significant correlation with all variables except for perceived ease of use (PEoU). Further analysis revealed mixed results wherein FC and TTF can make a significant influence on perceived usefulness (PU) and PEoU, respectively. In addition, PU can significantly affect attitude (ATT) towards the use of IBS while the use of IBS has been affected by behavioral INT during the outbreak of COVID-19 in Pakistan.

Mobile learning acceptance in social distancing during the COVID-19 outbreak: The mediation effect of hedonic motivation.

M-learning is a trending field in educational organizations, companies, and also for individual study. However, in some regions the ampleness of the phenomenon is not quantifiable or comparable due to the lack of an adequate framework and reliable metrics. Our research intends to make a little light by assessing the degree of m-learning adoption in students at a moment when face-to-face education moved suddenly online due to the COVID-19 outbreak's rapid and unpredictable spread. A new model relying on the Unified Theory of Acceptance and Use of Technology (UTAUT) was built to investigate and explain relationships between constructs. It reveals the key factors affecting technology adoption by considering hedonic motivation a mediator instead of an exogenous variable as in UTAUT2. Based on an analysis of 311 higher education learners, the way how performance expectancy, effort expectancy, social influence, and facilitating conditions influence directly or indirectly the behavioral intention is researched. The analysis was conducted employing partial least squares structural equation modeling. The strongest relationship is between hedonic motivation and behavioral intention followed by the one between perceived effectiveness and hedonic motivation. Age, gender, and experience moderate the model's relationships. Research contributes to theory development by successfully adjusting the original UTAUT model. Results indicate that universities may offer learners an enjoyable m-learning experience by activating social support groups and inserting gameplay elements into the learning system.