Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites

Copywriters' preference evaluation on online copywriting course attributes during the COVID-19 pandemic

Copywriting online course has become a famous online training over the past years and the reliance on online courses increased even during the COVID-19 pandemic. In recent years, online courses have become a popular training platform, especially for copywriting courses. The demand for online courses increased during the COVID-19 pandemic, prompting the need to optimize the learning experience of an online course's target audience. This study aimed to determine the combination of online course attributes most preferred by Filipino copywriters such as course style, payment method, course delivery, module duration, and course type. 292 Filipino copywriters from a leading Philippine-based copywriting group voluntarily participated in this study and answered an online questionnaire quantitative survey which was distributed using the purposive sampling method. Conjoint Analysis with an orthogonal design revealed that copywriters consider the course style attribute as the most important (46.007%), followed by payment method (18.236%), and course delivery (15.435%). Module duration (10.489%) and while the course type (9.833%) were was the least considered attribute of an online course. The result shows that Filipino copywriters prefer an intermediate-level video course on a Facebook group that lasts 1 to 3 hours per module and is paid per course for a total utility score of 0.281, while the least preferred combination was a beginner-level audiobook course that lasts less than 30 minutes per module, delivered via email, and paid per module, for a total utility score of -0.281. This study is the first study that analyzed the copywriters' preference for online copywriting course attributes during the COVID-19 pandemic. The findings of this study are beneficial to online course creators who are targeting copywriters. Finally, the result of this study can be expanded further to other online courses worldwide.

In-service teacher trainees experience with and preference for online learning environments during Covid-19 pandemic

The Covid-19 pandemic has forced the educational sector to quickly adapt to the crisis and shift to online learning environments (OLEs). Therefore, a critical area for research is assessing the readiness of teachers in terms of their familiarity and preference for OLEs. In this study, we aimed to improve the experience and preference of in-service teacher trainees with OLEs during the Covid-19 pandemic in Ethiopia. To achieve this goal, questionnaires were used to gather data from in-service teacher trainees. Descriptive and inferential statistical methods, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson correlation, and one-way ANOVA, were used to analyze the data and determine the participants' opinions and experiences with OLEs. The results showed that while in-service teacher trainees had less experience in knowledge and skills compared to cooperation and interaction, they preferred online learning platforms over online learning strategies. Additionally, correlations were found between cooperation and interaction, knowledge and skills; cooperation and interaction, online learning platforms; cooperation and interaction, online learning strategies; and online learning platforms and online learning strategies. Interestingly, no statistically significant correlation was found between knowledge and skills and online learning platforms. In conclusion, Ethiopian in-service teacher trainees favored online learning platforms over traditional online learning strategies, despite having less experience in knowledge and skills. Further research is needed to explore the experiences and preferences of in-service teacher trainees in various ecological aspects.

Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19

The widespread outbreak of the COVID-19 virus had substantial impacts on higher education, which turned into distance using virtual environments and electronic (e) learning platforms. There is a growing body of research on the effect of COVID-19 on students' education and e-learning experiences amid the pandemic. However, limited research was performed to assess the learning experience before and amid the COVID-19 pandemic among students in specific disciplines such as accounting. The current research compares accounting students' learning experience and satisfaction before and amid the COVID-19 pandemic. We distributed a pre-tested questionnaire online to students through our colleagues. The results of the SEM multi-group analysis with Amos indicated significant differences between students' experience before and amid the COVID-19 pandemic, which had a significant influence on their satisfaction. Accounting students were found to have more participation in learning, to receive proper support and motivation, and to have better assessment and feedback before than amid COVID-19. However, they had better access to information and learning resources and were able to construct knowledge amid the pandemic using e-learning than before the pandemic. Several implications from the findings are raised and discussed.

Investigating Learners' Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

This paper aims to measure learners' preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching-learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners' preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences.

Analysis of the extrinsic and intrinsic aspects of the technology acceptance model associated with the learning management system during the COVID-19 pandemic

Purpose

The purpose of this study is to examine the effect of extrinsic aspects of the technology acceptance model, namely, information quality, functionality, accessibility, user interface design, system quality, functionality, facilitating conditions and computer playfulness as well as intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goals. orientation on perceived usefulness and perceived ease of use in the context of the learning management system (LMS) as a system to support employee learning and development. This study also analyzes the effect of perceived ease of use on perceived usefulness and analyzes the effect of these two variables on the intention to adopt a LMS. This study included 3,205 respondents who are employees of banking companies in Indonesia and who used the LMS for their learning and self-development needs during the COVID-19 pandemic.

Design/methodology/approach

This research is a quantitative study that uses online surveys to collect data and partial least squares statistical tools to analyze survey data.

Findings

The results showed that accessibility alone had no effect on perceived usefulness and perceived ease of use, while enjoyment had no effect on the intention to use LMS and perceived ease of use and functionality had no effect on the intention to use LMS.

Research limitations/implications

This research focuses on the concept of technology acceptance with extrinsic and intrinsic aspects. This research context involves employees working in the banking sector with the adoption of the LMS.

Practical implications

LMS in banking companies can be optimized by providing online training and reducing the operational costs of employee training. By using LMS, companies can offer online courses to employees and track progress in distance learning, become a learning choice and information dissemination during the pandemic and also support future business continuity.

Originality/value

This study focuses on testing the technology adoption model on LMSs in the banking sector by adding extrinsic aspects, namely, system quality, facilitating conditioning, computer playfulness and user interface design, and combining intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goal orientation.

Factors Influencing Online Learning Satisfaction

Online learning has received extensive attention in the field of education in the recent decade, especially after COVID-19 swept the globe in 2020. Online learning satisfaction (OLS) has become the focal point of the research, since it is of vital significance to enhance online learning efficiency. This paper reviews the research on OLS from the dimensions of online learners, online instructors, online platforms and online instructional design to have a clear picture of factors affecting OLS. Based on the review of previous studies, this mini review presents the prospect of future research on OLS and believes that breakthroughs on OLS research can be achieved by innovating research methods, expanding research subjects, and enriching research topics. OLS is a complicated dynamic system influenced by a diversity of factors, and it is worth more in-depth research by scholars and educators in future.

Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students' Perspective

As a result of the COVID-19 epidemic, most educational institutions shifted to online education. Students and faculty members in many public institutions, particularly those in developing countries, are hampered by the absence of formal online learning management systems. Responding to COVID-19, many institutions in developing countries adopted social media sites to maintain e-learning and sustain education process. The distinction between online and real-world communities is becoming increasingly narrow, especially among the younger generations who have grown up with social media at their fingertips. This research explores perspectives of higher education students in India regarding the use of social media for e-learning amid the COVID-19 pandemic. For this purpose, an online questionnaire was directed to a sample of higher education students in India via a personal network. The results showed that students were more satisfied with their use of social media because of their perceptions of its ease of use and usefulness. The majority of the students are active on social media for 1−2 h daily (p < 0.01). YouTube was the platform of choice among all the respondents (n = 154; 36%). The results confirmed that students feel that social media websites have a significant positive impact on their overall academic performance (p < 0.01). Novel methods of teaching and learning are constantly being sought out by educators. The present moment is an opportunity to examine and analyze the theoretical benefits of social media technologies and consider their relative advantages for education through the use of technology’s ability to enhance student learning.

Higher Education in and after COVID-19: The Impact of Using Social Network Applications for E-Learning on Students’ Academic Performance

The long-lasting pandemic has disrupted face–to–face education and has forced higher education institutions to adopt digital learning management systems, albeit many public universities in developing counties could not properly undertake this shift and adopted either free interactive platforms (e.g., zoom) or social network applications (SNAs) (e.g., Facebook and WhatsApp) due to their limited resources and infrastructure. Despite that the COVID-19 pandemic has emphasized the value of e-learning, some concerns were raised about the quality of learning outcomes and academic performance of students, using these SNAs for learning, compared to traditional face–to–face education. Therefore, examining the impact of SNAs as an e-learning platform on the academic performance students is inevitable, notwithstanding that this has not been sufficiently examined by researchers amid COVID-19. For this purpose, an online questionnaire was distributed to students via research teams’ personal networks, i.e., university lecturers at various public universities in Egypt. They were asked to distribute the survey link with their undergraduates via email or WhatsApp. A total of 600 valid questionnaires was obtained from students in nine public colleges that deliver tourism and hotel management courses in Egypt and adopted SNAs for e-learning at least one semester amid COVID-19. Unlike the results of previous arguments and research, the results of the structural equation modelling using AMOS showed a positive, significant impact of SNAs as e-learning platforms on students’ academic performance. The results have several implications for higher education policymakers, educators, and scholars, especially in relation to the future of use social media applications in higher education, particularly in developing countries’ contexts.

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

The worldwide COVID-19 pandemic has forced higher institutions to shift towards electronic (e) learning. Despite a plethora of research on the responses of higher education institutions to COVID-19 and their shift towards e-learning, research often focuses on the opportunities and/or challenges of e-learning amid COVID-19. Notwithstanding this, limited research has addressed how e-learning experiences can be enhanced among medical students, who often need conventional leaning, especially for practical courses. This research addresses a gap in the knowledge and examined medical students’ perceptions of e-learning using the Blackboard platform, and the elements or predicators that affect their e-learning experience amid COVID-19 in the Kingdom of Saudi Arabia. An online survey was transmitted to medical students in three main public universities. Based on the findings, a FLOWER model was proposed for improving e-learning experience using Blackboard among medical students. This model includes six dimensions: feedback, leverage to remain motivated, open resources and information, working together, evaluation, and reflection and knowledge. These dimensions are interrelated, and enable the creation of a positive e-learning experience. The results showed that four of the six dimensions have high positive and significant path coefficients: open sources and information; leverage to remain motivated; working together; and reflection and knowledge construction. Two of the six dimensions have low positive, but significant, path coefficients (feedback and evaluation), which require further consideration by policymakers and educators. The results have several theoretical and practical implications, which are elaborated upon.

E-Learning Experience in Higher Education amid COVID-19: Does Gender Really Matter in A Gender-Segregated Culture?

Despite a plethora of research on students’ experiences of electronic (e) learning amid COVID-19 in higher education institutions (HEI), limited research has recognized the differences between students based on their gender. This research aims to examine the differences between students regarding their e-learning experiences amid COVID-19, especially in a gender-segregated culture where female students do not have full access to conventional learning as their male counterparts do, albeit they often have more access to technology-based learning. A total of 1200 online questionnaires were analyzed from students (600 male and 600 female) in public universities in Saudi Arabia, which tend to use Blackboard to sustain their communication with students and e-learning amid COVID-19. The results of structural model and multi-group analysis using AMOS supported all the research hypotheses. The results showed that the path coefficients and significant values were higher among female students than among male students. Additionally, the explanatory power of the male structural model regarding the e-learning experience (0.58) was lower than that of the structural model of female students (0.85), reflecting a higher explanatory power to explain the e-learning experience. The research findings have numerous theoretical and practical implications, especially in gender-segregated cultures.

Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences

This study investigated the sustainable development of university EFL learners regarding their engagement, satisfaction, and self-efficacy in online learning environments during the outbreak of COVID-19. In a questionnaire survey with a sample of 428 Chinese undergraduate EFL learners, the students reported a favorable view of online learning environments and subjective learning outcomes. Behavioral engagement was positively related to involvement. Emotional engagement was positively related to student cohesiveness and negatively related to teacher support. Satisfaction was not related to any of the learning environment factors. Self-efficacy mediated the effect of student cohesiveness and student involvement on behavioral engagement, emotional engagement, and satisfaction. These results of the study have implications for creating a sustainable online learning environment and promoting EFL learners’ sustainable development.