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Students' acceptance of online learning in developing nations: scale development and validation.

Mehdi Rajeb1, Yurou Wang2, Kaiwen Man3

  • 1Carmichael Hall, Tuscaloosa, AL 35401 USA Department of Educational Studies in Psychology, Research Methodology, and Counseling, College of Education, The University of Alabama.

Educational Technology Research and Development : ETR & D
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Summary

Students in developing nations face challenges with online learning. This study introduces an Acceptance of Online Learning (AOL) scale, finding that institutional factors like technology and instructor support are key to student acceptance.

Keywords:
AssessmentDeveloping nationOnline educationStructural equation modelingStudent acceptance

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Area of Science:

  • Education
  • Social Sciences
  • Information Technology

Background:

  • The COVID-19 pandemic necessitated a rapid shift to online learning in higher education globally.
  • Developing nations, including Bangladesh, faced significant challenges due to limited resources and expertise in online education.
  • Student resistance to online learning has been observed in various developing countries.

Purpose of the Study:

  • To develop and validate the Acceptance of Online Learning (AOL) scale, incorporating institutional and student-related factors.
  • To identify key factors influencing students' acceptance of online learning in higher education institutions within developing nations.
  • To provide a tool for assessing and improving online learning experiences in resource-limited contexts.

Main Methods:

  • Data were collected from 441 students across 30 higher education institutions in Bangladesh.
  • The study utilized the developed Acceptance of Online Learning (AOL) scale for measurement.
  • Statistical analysis was employed to determine factors influencing online learning acceptance.

Main Results:

  • Institutional factors significantly impact students' acceptance of online learning.
  • Technological sufficiency, instructor efficiency, and technical assistance were identified as crucial elements.
  • The AOL scale effectively measured student acceptance in the Bangladeshi higher education context.

Conclusions:

  • Effective online learning in developing nations hinges on robust institutional support.
  • The AOL scale serves as a valuable instrument for policymakers and administrators to evaluate and enhance online education.
  • Addressing institutional deficiencies is critical for fostering greater student acceptance of online learning.