Factors Influencing Psychological Distress Mediated by E-Learning Courses in Times of Covid-19

The main objective of this research is to determine the influence of factors associated with psychological distress, such as the personal impact of e-learning, depression, and computer anxiety on the student, mediated by the courses in the methodology of e-learning in times of Covid-19. The methodology used for the study corresponds to a non-experimental investigation;the questionnaire was applied to a convenience sample of 397 university students (n = 41;α = 0.971 ω = 0.971), using validity and reliability tests, exploratory and confirmatory factor analysis through structural equation modeling of partial least squares (PLS-SEM). The results have shown a statistically significant effect between the student's computer anxiety and psychological distress, e-learning and depression and e-learning courses. While e-learning and depression establish, a statistically significant relationship in the individual impact of e-learning and psychological distress;while there is a significant influence relationship between e-learning and depression and the individual impact of e-learning and psychological distress. On the contrary, e-learning and depression do not influence, according to the study, e-learning courses;likewise, the individual impact of e-learning on psychological distress. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Antecedents of instructors' self-efficacy and satisfaction while using LMS in new normal

The shift from face-to-face to a flexible learning environment following the disruptions due to the COVID-19 pandemic led the universities to fully utilise the learning management system (LMS) as part of the new normal in teaching. Educators in higher educational institutions (HEIs) are in survival mode, especially in developing economies and those with limited LMS experience. This paper has proposed and validated a model to describe the antecedent factors associated with LMS usage to the instructor's self-efficacy and satisfaction. The structural equation model specifies that 7 out of 10 hypothesised paths provide acceptable fit measures. We successfully modelled the difference along with the prior LMS knowledge. The paper has several implications for the theory and practice in higher education, especially in a developing economy where most HEIs were caught off-guard by the transition caused by the pandemic. We provide theoretical and practical insights derived from this work. © 2022 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.

SCHOOL TEACHERS’ BEHAVIOR IN REMOTE LEARNING DURING COVID-19 PANDEMIC: INDONESIA PERSPECTIVE

This study aims to uncover the extension of the Technology Acceptance Model (TAM) in understanding, explaining, and predicting elementary school teachers’ behavior in Indonesia to use online learning technology during the covid-19 pandemic. The TAM model in this study is extended by accounting for four additional variables, which are subjective norms, and job relevance as a predictor of perceived usefulness, also, computer self-efficacy and computer anxiety to predict perceived ease of use. This study uses an online survey method with a purposive sampling technique involving 475 elementary school teachers located in Jakarta, Palu, and Sorong (some of the big cities in Indonesia). The data analysis technique is Structural Equation Modeling (SEM) with the help of IBM SPSS AMOS 21 software. The results of this study show that the TAM model developed in this study can explain and predict the intentions of elementary school teachers in using online learning technology during the covid-19 pandemic as indicated by the support of the hypotheses tested in this study. Overall, TAM is a very popular model for understanding, explaining, and predicting the use of new technology systems. The implications and limitations of this study are also discussed in this article. © 2022, Turkish Online Journal of Distance Education. All Rights Reserved.

Exploring determinants of student satisfaction with synchronous e-learning: evidence during COVID-19

Purpose This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed. Design/methodology/approach For the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students. Findings According to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI. Research limitations/implications Even though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning. Practical implications This research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings. Originality/value This study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

Students' perspectives of digital transformation of higher education in Bosnia and Herzegovina

Since the COVID-19 pandemic prompted numerous global changes, educational institutions in Bosnia and Herzegovina were forced to adapt their educational approaches, with schools and universities implementing alternative teaching and learning practices. Thus, this study aimed to investigate students' perspectives on the digital transformation of higher education in Bosnia and Herzegovina, including their preferences for hybrid, online, or face-to-face teaching models, their internet habits and readiness for e-learning, their attitudes and satisfaction with online learning, and their computer anxiety. The research sample consisted of 330 students studying in a variety of fields and academic years at both public and private universities. The data was gathered via an online questionnaire. A multinomial logistic regression analysis revealed a significant effect of students' field of study, year of study, and university status on their preferences for hybrid, online, and face-to-face classes. However, the MANOVA test revealed that the aforementioned factors have an insignificant effect on students' internet habits and readiness for e-learning, attitudes and satisfaction with online learning, and computer anxiety, all of which have an insignificant impact on student's academic achievement as determined by standard multiple regression analyses. Additionally, multivariate analysis revealed that students' preferences for hybrid, online, and face-to-face classes have a significant influence on their internet habits and readiness for e-learning, attitudes, and satisfaction with online learning, and computer anxiety. The findings of this study may aid in a better understanding of tertiary education's digital transformation and the improvement of educational policy, curricula, and instructional and learning strategies. © 2022 John Wiley & Sons Ltd.

Computer Anxiety and ICT Utilization of Program Heads in a State University

This study aimed to determine the correlation between ICT utilization and computer anxiety among the program heads of a state university given the increase in ICT usage requirements due to the Covid-19 pandemic. The study was carried out in a correlational survey model. All 33 faculty members designated as program heads across all courses in Eastern Samar State University colleges were involved as respondents. The data were assessed using a computer anxiety test (CARS) and a test for the level of computer utilization. Descriptive statistics and Pearson's r correlation coefficient using MS Excel and free online software calculators were used to analyze the data. The result showed that ICT utilization was generally high, and the majority of the respondents had no computer anxiety. It was found further that a moderate negative linear relationship exists between the respondents' level of computer anxiety and their level of ICT utilization. The increase in ICT utilization may suggest a decrease in computer anxiety among the respondents and therefore reject the null hypothesis. Hence, due consideration of psychological fitness to use ICT in the context of education supervision was suggested. Further study involving other members of the organization was also suggested to explore or strengthen these findings, or otherwise. © 2022 by the authors.

Secondary school music teacher perceptions of music technology integration during a pandemic

The purpose of this qualitative, exploratory case study is to explore secondary school music teacher perceptions of integrating music technology during the COVID-19 pandemic. The start of distance learning in March 2020 brought to light one problem: the lack of technology training amongst music teachers. The purpose of this study was to explore how secondary school music teachers adapted to teaching music during school closures and how they adjusted their curriculum for distance learning. The conceptual framework that guided this study was the Technological Pedagogical and Content Knowledge framework consisting of six constructs for teachers to successfully integrate technology into the classroom. These six constructs are: Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Pedagogical Content Knowledge. When teachers were able to combine all constructs, they possessed high levels of Technological Pedagogical Content Knowledge and were able to successfully teach music online during the pandemic. The research question that guided this study was: How do secondary school music teachers perceive their Technological Pedagogical Content Knowledge prepared them to integrate technology into their music classes? For this study, data was collected using questionnaires, interviews, and a focus group. The results provided a clear picture of how music teachers had to adapt to integration of technology primarily being self-taught and with little formal technology training. A thematic analysis of the transcripts revealed that music teachers did not receive enough support and had to rely on colleagues, other music teachers, and online web resources to learn how to successfully integrate technology into the online music classroom. The implications of the results of the study and recommendations for future practice are that school districts and universities offer music technology training to music teachers. Recommendations for future research include the effects of music technology training on Career Technical Education programs in the field of Audio Recording and Engineering, music technology training for music teachers and 21st century course offerings in urban schools, and the effects of music technology training on new music teachers and their anxiety levels integrating technology into the music classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of internal factors on the use of technology in higher education in Saudi Arabia during the COVID-19 pandemic

BACKGROUND: Technology has recently become a major component of the educational field and learning process for it provides students with opportunities to learn more effectively and to operate efficiently in this age of technological advances. As academics, the use of technology in universities is transforming our work, and more specifically the way we support students in the classroom. As higher education institutions bring more technology into their classrooms, academics will in turn strive to put more technology in their students' hands. That is, if they are prepared to do so. More importantly, ICT (Information and Communication Technology) in this ongoing COVID-19 pandemic becomes a central and integral focus globally regardless one is associated with college or university. OBJECTIVE: This paper therefore attempts to examine the internal factors that should be taken into consideration when using technology for teaching and learning purposes in higher education in Saudi Arabia. METHODS: The study develops a number of hypotheses and a theoretical framework based on a questionnaire conducted among the faculty staff in Hail university to test the study hypotheses. RESULTS: All the study six hypotheses have been supported. The relationship among these hypotheses are clear and significant. Data analysis of this study have shown that perceived usefulness, perceived ease of use, computer self-efficacy, attitudes and computer anxiety have direct and substantial effect on the university teaching staff's intention to use technology. CONCLUSIONS: The findings of this study will for sure assist in overcoming the problems and difficulties facing the use of ICT in higher education in Saudi Arabia, particularly those challenges which have arisen amid the outbreak of the COVID-19 pandemic.

Key factors for the success of e-learning in high school students in times of Covid-19

The purpose of the study was to determine the level of influence exerted by the key factors for the success of e-learning, such as computer anxiety, the Collaboration quality, the Information quality, the service quality, the system quality and the use of computer systems, using the level of expert on the Web as a mediating variable and, as a dependent variable, the satisfaction perceived by the user in times of pandemic as a consequence of Covid-19. The applied methodology comprises two phases, firstly, an exploratory factor analysis using the IBM-SPSS, to determine the correct adaptation of the factors with their corresponding items in the instrument for data collection, secondly, it was performed In the confirmatory analysis, for the validation of the proposed structural model and to establish the relationships of the factors proposed in the model, the PLS-SEM methodology, Modeling of Structural Equations with Partial Least Squares, was used. The model was validated with a sample of 271 students from the 3rd to the 5th year of high-school education from a public educational institution in the Moquegua region of Peru. The study came to determine that there are different levels of influence exerted by the key factors for the success of e-learning, in the satisfaction perceived by the user, said influence is explained by 64.6%, considering the R2 statistic, being the most influential factors the Information quality and the quality of the collaboration. © 2021 IEEE.

DISTANCE LEARNING DURING COVID-19 PANDEMIC: ITALIAN TEACHERS’ WELL-BEING AND THE ROLE OF AGE ON ICT ADOPTION

Italy has been severely affected by the initial spread of Covid-19. To mitigate the pressure on the national health system, the government established several measures promoting social distancing. The suspension of teaching in attendance forced teachers to embrace telework, posing unprecedented challenges, such as implementing ICT in daily professional activities. Previous research underlined teachers’ widespread resistance toward ICT and high computer anxiety, which could be exacerbated by age. Moreover, teaching is associated with several negative outcomes, such as burnout, that can be boosted by a negative work-family balance, impacting teachers’ well-being. During the first lockdown, 244 Italian teachers aged 32 to 66 (m: 50.73;sd: 7.93;80.6% females) answered an online survey measuring psychosocial and ICT-related measures. We performed a full SEM analysis confirming that computer anxiety and work-family balance are positively associated with burnout and the negative impact of burnout on well-being dimensions. Also, results from univariate ANOVA showed differences in teachers’ attitudes toward ICT and computer anxiety according to age. © 2021, ASA Associazione per la Statistica Applicata. All rights reserved.

Digital transformation in medical education: Factors that influence readiness.

Digital transformation has become inseparable from education, and its implementation has broadly increased due to the increased adoption of e-learning during the COVID-19 pandemic. The present study evaluated the levels and influence of computer anxiety and digital readiness for academic engagement among undergraduate students. A cross-sectional study was conducted on 272 medical students enrolled in a medicine program. Two previously validated instruments were adopted. We examined the association between students' sociodemographic variables, internet use, and perceived academic performance during e-learning and their computer anxiety and digital readiness. The results show a significant effect of gender, age, and internet use on students' computer anxiety and digital readiness. Males' information-sharing behavior and skills outperformed those of females, and students' computer anxiety decreased with increasing age. In addition, the results indicate that the greater the students' internet use, the better their digital readiness for academic engagement. Furthermore, computer anxiety and digital readiness affect students' perceptions of their academic performance in e-learning. The rapid rate of technological advancements and the integration of e-learning into education means that careful attention must be paid to student characteristics as well as their skills. This will allow educators to create a successful, personalized learning framework.

Measuring e-learning systems success: Data from students of higher education institutions in Morocco.

The COVID-19 pandemic has forced Higher Education Institutions (HEI's) to rethink the teaching approach taken. In response to this emergency state, Moroccan universities switched to the e-learning approach as an alternative to face-to-face education. At this level the assessment of e-learning systems success becomes a necessity. This data article aims to identify e-learning systems success determinants during the COVID-19 pandemic. The data was collected from students of the Moroccan Higher Education Institutions. The research data are collected via an on a self-administered online questionnaire, from a sample of 264 university students. The responses are collected from students of 12 Moroccan universities and 31 Moroccan educational institutions. The data were analyzed using a structural equation modeling method under the Partial Least Squares approach (PLS-SEM). Data analysis was performed using SmartPLS 3 software. Universities managers can use the dataset to identify key factor to enhance e-learning system success.