Research investigating individual device preference and e-learning quality perception: can a one-solution-fits-all...

Area of Science:

• Education
• Educational Technology
• Psychology

Background:

• The COVID-19 pandemic significantly impacted educational delivery, prompting discussions on the role of technology.
• E-learning is often perceived as lower quality than traditional face-to-face learning.
• Research is needed to understand student preferences for different educational delivery methods.

Purpose of the Study:

• To investigate student preferences between traditional face-to-face learning and e-learning solutions.
• To determine if perceptions of e-learning and device preferences vary among individuals.

Main Methods:

• A quantitative questionnaire was administered to 518 university students in Pakistan.
• The questionnaire collected demographic data, learning preferences, and individual variance using the Cultural Value (CV) Scale.
• Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) validated the questionnaire's structure and factor loading.

Main Results:

• Three distinct clusters of technology preferences were identified based on CV Scale dimensions.
• Students with high power distance scores preferred traditional face-to-face teaching.
• Students with low power distance and high uncertainty avoidance preferred mobile e-learning; those with low power distance and low uncertainty avoidance preferred laptops.

Conclusions:

• A majority of students are receptive to blended online learning solutions.
• A one-size-fits-all approach to educational technology is ineffective.
• Flexible, blended delivery models supporting diverse devices are crucial for maximizing student satisfaction.