Articles
ASEAN Journal of Educational Research and Technology (28284887)2(3)pp. 239-250
The present study has sought to provide a structural model of the relationships between the influencing factors in the acceptance of e-learning by teachers during the Covid-19 pandemic, based on the unified theory of acceptance and use of technology (UTAUT) model. The research method was descriptive and correlational. The statistical population of this research involved all primary school teachers in Isfahan, Iran, from which 250 primary teachers were randomly selected as samples using Morgan’s table. The tool used included a researcher-made questionnaire based on the technology acceptance and application model. The findings were analyzed using PLS statistical software. As the results showed, the UTAUT model of the factors affecting teachers’ acceptance of e-learning during the Covid-19 pandemic has a good fit. Therefore, performance expectancy, effort expectancy, social influence, hedonic motivation, price value, and facilitating conditions had a direct and significant effect on teachers’ behavioral intention to use E-learning. It was also observed that user intention has a mediating role in the relationship between the mentioned variables and teachers’ use of online education. Therefore, it can be stated that the findings confirm the theoretical foundations of the UTAUT model. © 2023 Bumi Publikasi Nusantara.
Journal Of Higher Education Policy And Leadership Studies (27171426)4(2)pp. 129-135
Highlights ∙ With the spread of the COVID-19 pandemic, universities were obliged to shift from in-person to online education to continue educational activities. This mandatory migration from face-to-face to online structures has been accompanied by challenges and opportunities. ∙ Our study found that challenges of online education from the perspective of student teachers included challenges related to the LMS (high cost of the internet, lack of adequate network coverage in rural areas, weak servers), faculty (teachers' weakness in online teaching, refusing to use all of the LMS facilities, a large amount of assignments), and student (family environment, hardware equipment, enhancing cheating motivation, unfair competition, vision problems). In addition, according to student teachers, opportunities for online education included flipped teaching, evaluation with a feed-forward approach, mastery learning, strengthened self-confidence in shy learners, and easy access to faculty members. ∙ Overall, the results indicate that online education, despite all the challenges, provides opportunities which can be effective if used appropriately. © 2023 The Author(s).
