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- Al-Adwan, Amer, 2013-, et al.
(författare)
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Exploring Students Acceptance of Technology in Jordanian Universities
- 2013
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - Bridgetown : University of the West Indies Press. - 1814-0556. ; 9:2, s. 4-18
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Tidskriftsartikel (refereegranskat)abstract
- Today’s rapid changing world highlights the influence and impact of technology in all aspects of learning life. Higher Education institutions in developed Western countries believe that these developments offer rich opportunities to embed technological innovations within the learning environment. This places developing countries, striving to be equally competitive in international markets, under tremendous pressure to similarly embed appropriate blends of technologies within their learning and curriculum approaches, and consequently enhance and innovate their learning experiences. Although many universities across the world have incorporated internet-based learning systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Learning using technology has become a popular approach within higher education institutions due to the continuous growth of Internet innovations and technologies. Therefore, this paper focuses on the investigation of students, who attempt to successfully adopt e-learning systems at universities in Jordan. The conceptual research framework of e-learning adoption, which is used in the analysis, is based on the technology acceptance model. The study also provides an indicator of students’ acceptance of e-learning as well as identifying the important factors that would contribute to its successful use. The outcomes will enrich the understanding of students’ acceptance of e-learning and will assist in its continuing implementation at Jordanian Universities.
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| 2. |
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| 3. |
- Al-adwan, Ahmad, et al.
(författare)
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Implementing e-learning in the Jordanian Higher Education Systems : Factors affecting impact
- 2012
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - Bridgetown : University of the West Indies Press. - 1814-0556. ; 8:1, s. 121-135
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Tidskriftsartikel (refereegranskat)abstract
- The increased involvement of technology in all aspects of our lives places educational institutions under pressure to include these aspects at the heart of their learning. This ensures that they continue to be competitive in a constantly changing market with international and cultural links. This study explores the factors that influenced the development of learning through technology at two Jordanian universities, focusing on full-time staff and students. It considers the general attitude towards engaging in learning through technology with outcomes demonstrating that training and development is required prior to implementation to adequately support the learning transition. The organisational infrastructure often presents the greatest barrier to such developments. Informed by the outcomes of the study, a training and development programme has been designed, developed and implemented to support the cultural change and increase its impact.
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| 4. |
- Al-Adwan, Ahmad Samed, et al.
(författare)
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Unlocking future learning : Exploring higher education students' intention to adopt meta-education
- 2024
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Ingår i: Heliyon. - London : Elsevier. - 2405-8440. ; 10:9
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Tidskriftsartikel (refereegranskat)abstract
- Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption. © 2024
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