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http://hdl.handle.net/123456789/25743
Title: | The Impact of COVID-19 Crisis upon the Effectiveness of E-learning in Higher Education Institution |
Authors: | Osman, S., Ustadi, M.N., Zahrol Kamar, H.K., Johari, N.H., Ismail, N.A. UniKL BiS |
Keywords: | COVID-19 E-Learning Perceived ease of use Perceived usefulness Self-Motivation Smart PLS |
Issue Date: | 2021 |
Publisher: | University of Tehran |
Citation: | Osman, S., Ustadi, M., Zahrol Kamar, H., Johari, N., & Ismail, N. (2021). The Impact of COVID-19 Crisis upon the Effectiveness of E-learning in Higher Education Institution. Journal of Information Technology Management, 13(3), 160-177. doi: 10.22059/jitm.2021.83235 |
Abstract: | The infestation of the world pandemic has significantly changed the landscape of teaching and learning experience in Malaysia. Particularly for the institution under study, E-learning, previously used as the support medium to face-to-face classroom teaching, has become the primary medium of teaching and learning amid Covid-19. E-learning platform has replaced the face-to-face classes. Even though it is only a temporary approach, less is known in terms of its effectiveness. The present paper intends to examine the factors contributing to E-learning's effectiveness in a Higher Education Institution in Malaysia amid the COVID-19 crisis. The Technology Acceptance Model underpinned the conceptual framework. This study investigated the relationship between the independent variables (perceived usefulness, perceived ease of use, and self-motivation) and E-learning effectiveness. The data were collected through an online self-administrated questionnaire using Google form and received a total of 354 respondents. The data were analyzed using SPSS and Smart PLS. The findings revealed that perceived usefulness, perceived ease of use, and self-motivation positively influenced E-learning's effectiveness. This paper concluded that regardless of whether as the support medium or the primary medium in the teaching and learning process, the determinant to E-Learning effectiveness is still perceived the same. This study also supports the TAM proposition while incorporate self-motivation in measuring learning effectiveness. |
Description: | This article is index by Scopus |
URI: | http://hdl.handle.net/123456789/25743 |
ISSN: | 20085893 |
Appears in Collections: | Journal Articles |
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