Students' Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland.
Students' Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland.
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DOI：
10.3390/ijerph17186468
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发表时间：
2020-09-05
影响因子：
--
通讯作者：
Strzelecki A
中科院分区：
文献类型：
--
作者：
Rizun M;Strzelecki A
本文致力于在2020年2019冠状病毒病（COVID-19）引发的全球大流行形势下，高等教育机构转向远程学习过程。该文件涵盖了波兰流行病的总体情况，分析了政府法令，并跟踪了逐步扩大对教育机构限制的情况。摘要本研究旨在探讨体验、享受、电脑焦虑和自我效能感对学生接受远程教育的影响。该研究在冠状病毒大流行背景下测试并使用了改编的电子学习通用扩展技术接受模型（GETAMEL）。采用结构方程建模的偏最小二乘法对所提出的研究模型进行了检验。该研究利用在线调查获得了1692名全日制和非全日制波兰本科生和研究生的数据。使用SmartPLS 3软件对数据集进行分析。结果显示，学生接受远程教育的最佳预测因子是“享受”，其次是“自我效能”。感知易用性和感知有用性都能预测学生对远程学习的使用态度和使用意愿。研究结果提高了对接受远程学习的理解，因此这项工作对教师和教育从业者特别感兴趣。
This paper is dedicated to the higher education institutions shifting towards distance learning processes due to the global pandemic situation caused by COVID-19 in 2020. The paper covers the pandemic situation in Poland generally, analyzing governmental ordinances and tracking the gradual extension of restrictions for educational institutions. The purpose of this study is to investigate the influence of Experience, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ acceptance of shifting education to distance learning. The study tested and used the adapted General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of coronavirus pandemic. The partial least squares method of structural equation modeling was employed to test the proposed research model. The study utilizes an online survey to obtain data from 1692 Polish undergraduate and graduate students in both full- and part-time study. The dataset was analyzed using SmartPLS 3 software. Results showed that the best predictor of student’s acceptance of shifting education to distance learning is Enjoyment, followed by Self-Efficacy. Both Perceived Ease of Use and Perceived Usefulness predict student’s Attitude Towards Using and Intention to Use the distance learning. The findings improve understanding regarding the acceptance of distance learning and this work is therefore of particular interest to teachers and practitioners of education.
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影响因子：
5.4
作者：
Esteban-Millat, Irene;Martinez-Lopez, Francisco J.;Alegret, Alejandro
通讯作者：
Alegret, Alejandro
影响因子：
9.9
作者：
Abdullah, Fazil;Ward, Rupert;Ahmed, Ejaz
通讯作者：
Ahmed, Ejaz
影响因子：
5.9
作者：
Murphy, Michael P. A.
通讯作者：
Murphy, Michael P. A.
影响因子：
3.7
作者：
Lee, Yi-Hsuan;Hsieh, Yi-Chuan;Chen, Yen-Hsun
通讯作者：
Chen, Yen-Hsun
DOI：
10.1007/s10758-020-09454-6
发表时间：
2020-07-06
期刊：
Technology, Knowledge and Learning
影响因子：
--
作者：
Nuere S;de Miguel L
通讯作者：
de Miguel L