Home > Factors Affecting the Students Acceptance of E-Learning System: Investigating the Role of Interface Design Characteristics and E-Learning Self Efficacy
Factors Affecting the Students Acceptance of E-Learning System: Investigating the Role of Interface Design Characteristics and E-Learning Self Efficacy
The Internet has become a crucial technological advancement in the ICT (information and communication technology) sector. The Internet provides a variety of services including support for real-time communication among learners, between learners and instructors. Technology has brought significant transformation in education in combination with innovative knowledge thinking. The educational services sector has developed and launched e-learning Systems (ELS) to enable education and training efforts with the auspices of advanced multimedia technology and fast Internet connections. The technological advancements serve as measure to meet the increasingly complex needs of the students, as well as create a competitive education market applicable to cost reductions in the delivery of education. For understanding the factors affecting the acceptance of e-learning system acceptance model and investigating the interface design characteristics this study proposed an extended model of technology acceptance model (TAM). Therefore different constructs from human computer interaction (HCI) and information system (IS) are incorporated in proposed model. The TAM is used among most researchers due to its parsimony, robustness and simplicity. Although TAM has proved its strength in previous research studies for predicting user acceptance across contextual settings and technologies. Nevertheless, some researchers argue that for explaining user acceptance in new information technology systems such as e-learning system, core constructs of TAM are not sufficient. Therefore, this research is based on extending the TAM by adding some constructs in the e-learning system to better understand the potential end users’ acceptance. The study relied on two-stage approach to enable the achievement of the aforementioned objectives. The first phase of the study involved the customization of an already existing e learning system with slight modifications to fit the context of the study. The researcher involved the learners/students in using the system for a specially designed course where the learners/students would use the system for two weeks. As such the researcher experimented with the system to acquire a sufficient number of participants. The second phase involved a quantitative approach based on a cross-sectional questionnaire for the collection of data from the students. The data was used in the validation of the model created. The survey-based questionnaires strategy is the most common tool for the collection of data in information system, software engineering, and human computer interfacing domains. The strategy provides a fast, flexible, and inexpensive way of obtaining feedback from system users. Finally, the structural equation modelling methods used to test the proposed model with potential users of ELS. The study has given developers and designers insights on a user perspective, and this gives them a better position in which to approach the development and provision of e-learning systems. The research findings emphasize that users/students should be provided with a user-friendly platform making it an easy task for them to execute academic functions, encouraging confidence in e-learning system. Lastly, this study will assist in developing e-learning systems that consider factors that might affect users’ perception, thus enhancing their acceptance.
حقیقت کا اقرار استفہام کا ایک بلیغ موقع استعمال وہ بھی ہے جب مخاطب سے کسی ایسی بات کا اقرار کرانا ہو جس کی نوعیت ہو تو ایک بدیہی حقیقت کی لیکن مخاطب اس کو تسلیم کرنے کے باوجود عملاً اس سے منحرف ہو۔ جیسے آیت ذیل : " هَلْ أَتَى عَلَى الْإِنْسَانِ حِينٌ مِنَ الدَّهْرِ لَمْ يَكُنْ شَيْئًا مَذْكُورًا" “[ ] "انسان پر کبھی ایسا وقت آیاہے کہ نہیں جب وہ کوئی قابل چیز نہیں تھا" کی تفسیر میں مولانا امین اصلاحی کانقطہ نظر ہے یہ محض ایک سادہ خبریہ جملہ نہیں ہے بلکہ اس کے اندر بہت سے معانی مضمر ہیں۔ مثلاً: ۱۔ ایک عظیم حق کی یاددہانی ہے جو اس پر عائد ہوتا ہے اور جس سے اس کے لیے انکار کی گنجائش نہیں ہے لیکن اس کا رویہ اس کے منافی ہے۔ ۲۔اس میں ملامت ‘ غصہ ‘ رنج اور اظہار حسرت کے بھی گوناگوں پہلو ہیں۔ ۳۔اس میں نہایت مبنی برحقیقت گلہ و شکوہ بھی ہے اور نہایت موثر اپیل بھی۔ ۴۔ استفہامیہ اسلوب نے اس حسن فکر کو بیدار کرنا چاہا ہے کہ انسان کی نظروں سے خدا اوجھل ہے تو اس کا اپنا وجود تو اوجھل نہیں ہے ‘ وہ خود اپنے اندر خدا کی قدرت و حکمت اور اس کے عدل و رحمت کی نشانیاں دیکھ سکتا ہے۔[ ] " قُلْ لِمَنْ مَا فِي السَّمَاوَاتِ وَالْأَرْضِ قُلْ لِلَّهِ" “[ ] "ان سے پوچھوکہ آسمانوں اور زمین میں جو کچھ ہے وہ کس کی ملکیت ہے(پھر اگر وہ جواب نہ دیں توخود ہی )کہہ دو کہ اللہ ہی کی ملکیت ہے"۔ مولانا امین احسن اصلاحی کی تحقیق کےمطابق قرآن مجید میں جہاں جہاں سوال کر کے مخاطب کے جواب کا انتظار کیے بغیر خود اس کا جواب دیا ہے۔ غور کرنے سے معلوم ہوتا ہے کہ...
Islam endows men and women with “Human Honour and Dignity” (al-‘Izzah wa al-Karamah) and provides them with directions and guidelines to protect each other’s rights with respect and honour. This research paper demonstrates the protection of honor and dignity as a significant tool of life. The denotation of “honor” and “dignity” according to the Qur’ānic and prophetic perspective has been focused in this research. In the preservation of human personal honor, dignity and other rights, Shari’ah evidences from Qur’ān and Sīrah are explored with the perspective of highlighting the emphasis on Shari’ah on this aspect of religion, which is also one of the dimensions of Maqaṣid al-Shari‘ah as well. The paper ends with the note that human beings should endure the "best moral and ethical values" of mercy, faith, compassion, justice, piety, empathy and also with the fear of abusing one’s honor and status in the society.
The English language is the number one language in the world so far as its influence and number of speakers are concerned. Unfortunately, in Pakistan, the effective teaching of this language has been neglected at levels. As a result, the written & oral comprehension has gone down to the lowest ebb. While the general situation of education is dismal enough, that of learning/teaching of English invites pessimism. Despite its importance and influence teaching of English in Pakistan has not received the serious academic attention it deserves. Learning new ways of teaching is a long term process. Teacher development looks beyond initial training and deals with the on-going professional development of teachers, particularly, through in-service education programs. Some in-service programs go beyond teaching techniques at the classroom level to develop the participants as self-directed learners. One of the most important ways to achieve that is their development as reflective practitioners through critical thinking. Do the teachers who attend such programs become better reflective thinkers and practitioners than others? What methods do they use to inculcate reflective practice in them, if at all? Using interviews and descriptive observation, a case study was made of the reflective practice of an in-service program participant in the contexts of the teacher-education institute and the school. Most of the research was carried out in the in-service context of the teacher (the classroom). Still, some ADELT sessions were also attended to see how praxis was being translated from theory. I explored the successes and failures of in-service teacher education program with regard to the development of reflective practice. This study describes how an in-service teacher education program helps teachers become reflective practitioners. I have made an attempt to investigate what reflective practice means to the teachers and how it helps improve their classroom practice. Teachers are mostly reluctant to implement what they learn from in-service teacher education programs. Their challenges, and constraints have also been discussed. The study concludes that self-directed learning if implemented well, motivates participants to learn on their own and from each other.