Implementation of CIDOS (E-Learning) among Diploma in Accountancy students in Politeknik Sultan Abdul Halim Mu'adzam Shah, Jitra, Kedah

This study aimed to determine the acceptance of accounting students in Politeknk Sultan Abdul Halim Mu'adzam Shah (POLIMAS) Jitra Kedah on the usage of e-learning in everyday life. This study investigates the effects the system of Curriculum Information Document Online System (CIDOS) in the learning environment as well as to determine the level of acceptance and usage of e-learning in the process of learning and education. This study is a pilot study examining the effects of e-learning in tertiary education system at the level diplomas of polytechnic in Malaysia. By using the questionnaire, a total of 100 students of the Diploma in Accountancy were selected. Students are asked to answer four sections of the questionnaire on demographic characteristics, ease of use, use of elearning and attitudes towards e-learning. Results show that CIDOS is well received among students but the systems needs encouragements from the instructors to achieve an effective utilizatio

Socio Economic Status- and Gender-based Differences in Students’ Perceptions of E-Learning Systems

Many universities are pushing for an increase in on-line course offerings to offset the rising cost of providing high quality educational opportunities and to better serve their student populations. However, enrollments in online courses are not always sufficient to offset their own costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we extend prior research on online learning by investigating how students’ perceptions of e-learning systems, prior to their enrollment in an online course, vary across socio-economic status and gender. Findings suggest that working-class students perceive e-learning systems more positively than their middle-class peers, but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working-class students or through campaigns aimed at improving middle-class students’ perceptions of e-learning systems

An Analysis of Students’ Perceptions and Attitudes to Online Learning Use in Higher Education in Jamaica: An Extension of TAM

The research presents preliminary work on the perception of students to the use of an e-learning system in a top Jamaican University. E-learning, defined as the act, process or experience of gaining knowledge or skill through the delivery of lessons and instructions via the Internet, has grown as key method in education management over the last couple of decades. Studies have shown that significant investments in this technology are made by Universities yet the full benefits expected have not been realized due to issues and challenges experienced by both learners and instructors in adopting and effectively using e-learning. Our investigation revealed that while this University has not officially launched its e-learning systems it has been available for over five years where instructors across faculties have implemented their classroom with varying results. The study extend the original TAM model to include several other constructs such as faculty encouragement, university climate and access to computers as basis to understand perceived usefulness and perceived ease of use of the university’s current e-learning system. The study offers both research and practical significance as it is argued that within the developing contexts these variables are importance in understanding as institutions make the transitions to different modes of e-learning. Additionally, while there is growing literature on e-learning, little or no research is done within the context of the English-speaking Caribbean and it is imperative that technology adoption studies are specifically designed to fit the unique contextual settings, such as Jamaica

A Case Study Analysis of Student Engagement and Experiences within a Blended Learning Environment in Irish Insurance Education

This study reports on the results of active student engagement and experiences in using learning supports within a blended learning environment (BLE) in the Irish insurance sector. Currently, there is a lack of comprehensive research focusing on this topic in the professional education sector. This paper is of interest to e-learning developers and educators who currently offer or are considering changing an education programme to a blended ‘bricks and clicks’ model, as well as those who want to consider how students can effectively engage in a BLE. From an Irish perspective, the Hunt Report (2011) comments that there is an increasing need for the provision of educational opportunities that differ significantly from the traditional model. The paper highlights that blended learning can be an alternative model to the traditional approach provided the correct supports are in place. The two archetypal learning environments can complement each other and accommodate the different learning styles that contribute to student examination success. Insights are drawn from instructor experience in delivering a blended learning programme to professional learners over a 20-week academic term. This experience is supported with both qualitative and quantitative research, the results of which demonstrate a positive correlation in a BLE between active engagement and examination success for students. Crucially, an iterative process of communication between educator and student is key to enhancing the BLE

Students’ Perception towards Online Learning across Multiple Disciplinary Courses in India—A Qualitative Analysis

Online learning has become essential to the teaching and learning approach during the pandemic. Due to its enormous benefits, online or e-learning can be sustained. The acceptability of online or e-learning depends on the student’s perception and the availability of infrastructure. Data from various streams and age groups has been collected from students in different institutions. After collecting the data, this research incorporates descriptive statistics for a thorough analysis and utilizes the Chi-square test to provide scientific evidence. This study finds that the majority of final-year undergraduate and postgraduate students support online education. The student’s economic status affects their preference for online or e-learning. Having a smart device and internet access also influence the decision to pursue online or e-learning. Gender is positively associated with access to Internet facilities and has a cascading effect on preferences for online or e-learning. Female students prefer online classes but require additional internet resources. Higher education institutions could enhance their online course offerings by targeting specific groups, such as female students for postgraduate programs, if they could better understand their preferences. Even though some existing studies in the literature have examined the Indian scenario to understand the factors influencing the adoption of online education, none of these studies have considered the fundamental need for online or e-learning. Moreover, the preferences were not studied based on different demographics. This research work has collected and utilized data from various educational disciplines across multiple institutes, marking the first endeavor of its kind in the literature

The usage of technology among education students in University Utara Malaysia: An application of extended technology acceptance model

This paper reports the findings of perceived usefulness and perceived ease of use on the extent of computer usage among a group of full time Bachelor of Education undergraduates at the College of Arts and Sciences, University Utara Malaysia.This study is based on Technology Acceptance Model (TAM) and also looks at the moderating role of gender in the above relationship questionnaires were used to collect data.A total of 120 students responded to the survey.Results from the study shows that perceived usefulness (ß=0.29, p<0.01), perceived ease of use (ß=0.25, p<0.01), and subjective norm was (ß=0.15, p<0.05) were positively related to computer usage.The findings also revealed that gender was not a moderator in the mentioned relationship but can be considered as significant independent predictor of usage.Male students exhibited higher usage of the computer compared to the female students

Factors for Effective E-learning Integration in Higher Education in Sub-Sahara Africa

This article discusses factors that contribute to effective e-learning integration in higher education in the context of Sub-Sahara Africa. It  involved retrieving articles using key words such as e-learning, perceptions, knowledge, skills, implementation, facilities, access, support, learning management system and higher education from major educational search engines. Results have revealed firstly that, first there are as many conceptions of the concept of e-learning as there are types of technologies that can support it to improve delivery of higher education. Secondly, several factors contribute to effective integration of e-learning in higher education in Sub-Sahara Africa. These include (i) institutional factors (ii) instructors and students’ factors and (iii) support factors. Based on the results, it is argued therefore that higher learning institutions must make efforts towards addressing these factors for successful integration of e-learning.Keywords: E-learning, higher education, information and communication technologies and Sub-Sahara Afric

Evaluation of online video usage and learning satisfaction: an extension of the Technology Acceptance Model

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