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DC Field | Value | Language |
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dc.contributor.author | Camilleri, Mark Anthony | - |
dc.contributor.author | Camilleri, Adriana Caterina | - |
dc.date.accessioned | 2021-08-17T06:26:42Z | - |
dc.date.available | 2021-08-17T06:26:42Z | - |
dc.date.issued | 2021-08-12 | - |
dc.identifier.citation | Camilleri, M. A., & Camilleri, A. C. (2021). The acceptance of learning management systems and video conferencing technologies : lessons learned from COVID-19. Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-021-09561-y | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/79885 | - |
dc.description.abstract | During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students’ perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants’ acceptance of interactive technologies to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students’ attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Springer Nature | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Internet in education | en_GB |
dc.subject | Computer-assisted instruction | en_GB |
dc.subject | Distance education | en_GB |
dc.subject | Educational technology | en_GB |
dc.subject | Videoconferencing | en_GB |
dc.subject | Structural equation modeling | en_GB |
dc.subject | COVID-19 Pandemic, 2020- | en_GB |
dc.subject | Learning models (Stochastic processes) | en_GB |
dc.subject | COVID-19 (Disease) | en_GB |
dc.title | The acceptance of learning management systems and video conferencing technologies : lessons learned from COVID-19 | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.1007/s10758-021-09561-y | - |
dc.publication.title | Technology, Knowledge and Learning | en_GB |
Appears in Collections: | Scholarly Works - FacMKSCC |
Files in This Item:
File | Description | Size | Format | |
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TKNL Remote learning through LMS and conference technologies.pdf | 371 kB | Adobe PDF | View/Open |
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