Attentiveness helps to grasp learning material. Distraction of attention affects learning. The general health includes the physical and mental health of the learner. The learner should have good physical health. Organic defects like blindness, myopia, hypermetropia, deafness, paralysis, mutism, severe handicappedness, etc.
Problem in sense organs will lead to improper perception. Chronic illnesses may lead to fatigue and lack of interest. In addition to physical health, the mental health of learner is also important. Adjustmental problems, minor mental problems like worry, anxiety, stress, and inferiority complexes will affect learning. Maturation and learning go hand in hand. We learn things only according to maturity of our body.
For example, a child of 6 months cannot learn to ride a bicycle even after vigorous training, because it requires muscular or physical maturity. The nature of learning material is also important. The meaningful material can be learnt better and more quickly than meaningless material.
Because understanding of lessons create interest in the learner. In addition to meaning, the simple material can be learnt better than the complex material. Effective learning depends upon the methods of study also. Therefore, online digital learning systems can address this problem with easily access to these systems and offer fast internet connections.
In fact, e-learning tools are playing a crucial role during this pandemic. E-learning systems can assist learning providers to manage, plan, deliver and track the learning and teaching process. Furthermore, it aims to help instructors, schools and universities facilitate student learning during periods of universities and schools closure. In addition, most of these system are free which can help ensure continuous learning during this Coronavirus pandemic.
However, the provision and usage of online learning materials in e-learning system is becoming the main challenge for many universities during COVID pandemic. E-learning system is an important source of information, due to its ubiquity availability anywhere and anytime , low cost, ease of use and interactive character.
E-learning system such as Blackboard has several fantastic features that would be valuable for use during this Coronavirus pandemic. Using this system in this time might well be more practical. For example, through e-learning system, students may be texting or engaged in some learning activity with teachers on a laptop or mobile device from their home. In addition, students can easily to get learning content into their mobile devices because they can be connected to mobile networks or to local wireless networks.
Thus, e-learning refers to offer, organize and manage e-learning activities within a system, such as student enrolment, exams, assignments, course descriptions, lesson plans, messages, syllabus, basic course materials, etc.
Haghshenas This results in an unsuccessful system and is a waste of universities money Naveed et al. Research on this topic is still at its infancy, where the views of the students are not fully studied Tarhini et al.
To best of our knowledge, there has not been a thorough analysis of challenges and factors influencing the usage of e-learning system during COVID pandemic; despite that, e-learning systems were introduced in many universities almost 3 years ago. Therefore, this research seeks to investigate the main challenges and factors that affect the usage of e-learning system during COVID pandemic.
Hence, we ask the following questions in that respect:. The rest of this paper is organized as follows: in the first section, we discuss related studies of e-learning system adoption, e-learning system challenges.
This will be followed by a presentation of the research methodology, data collection process and data analysis method. Then discussion of the findings and finally, limitations and conclusions. The success of any information system depends on the usage of the system by users Almaiah Several studies in the literature have addressed issues related to e-learning adoption in many countries over the world. For instance, in Malaysia, Al-Rahmi et al.
Salloum et al. The results indicated that four factors innovativeness, quality, trust, and knowledge sharing were observed to achieve better e-learning system acceptance among students. Al-Gahtani investigated the factors influencing student acceptance of e-learning based on TAM3.
He found the most significant determinants of e-learning acceptance were playfulness, self-efficacy and anxiety, while using computers, perceptions of external control, subjective norms and perceived usefulness.
However, in the context of Saudi Arabia, social influence, demonstrability and perceived enjoyment were not related to the acceptance of e-learning systems.
Another study conducted by Almaiah and Almulhem Almaiah et al. The results highlighted 11 critical factors grouped into four domains that cover website quality, technology options, top management support, and e-learning awareness by academic faculty and students. Bellaaj et al. They found that expectations regarding performance and effort had a strong influence on e-learning acceptance.
In another study in Azerbaijan, Chang et al. Abdullah and Ward also investigated factors influencing e-learning acceptance using TAM. Similarly, Alhabeeb and Rowley found that academic staff knowledge of learning technologies, student knowledge of computer systems and technical infrastructure, were significant factors in facilitating the successful acceptance of e-learning in Saudi Arabian universities. Although numerous studies exist on e-learning adoption, the current study aims to add new contribution to the existing literature on investigation of the main challenges and factors influencing e-learning successful adoption in new context, which is Jordan, which may set an example for other developing countries.
E-learning usage and adoption among users is a challenging issue for many universities, both in developed and developing countries, but it is likely to be less of a concern in developed countries over the willingness of their students to accept and use the e-learning system, as significant progressive steps have already been taken, according to literatures, in this regard Almaiah et al.
Eltahir indicated that the challenges of adopting e-learning system in developing countries, however, remain a reality due to the digital divide with the developing countries.
Our existing literature review identified several challenges related to adopting the e-learning system. After this review, we noted that these challenges could be classified into four categories namely 1 technological challenges, 2 individual challenges, 3 cultural challenges and 4 course challenges.
We found also that these challenges are very different from one country to another country, due to different culture, context and readiness. For example, lack of ICT knowledge, poor network infrastructure and weakness of content development were the main challenges of e-learning system adoption in developing countries Aung and Khaing Another study revealed that system characteristics, internet experience and computer self-efficacy were the main issues that impede the successful adoption of e-learning system in Pakistan Kanwal and Rehman A similar study conducted in Kenya identified three main challenges of e-learning are inadequate ICT infrastructure, lack of technical skills and financial constraints Tarus et al.
A study by Kisanga and Ireson Mulhanga and Lima identified that poor interface design; inadequate technical support and lack of IT skills are the primary barriers that hinder the successful implementation of existing e-learning projects.
Mulhanga and Lima Kenan et al. In the same way, Kenan et al. Chen and Tseng classified the challenges that affect the actual use of e-learning into four categories: management challenges, technological challenges, implementation challenges and cultural challenges. Despite these efforts, none of these studies have investigated the actual challenges that face users during the use of e-learning system.
A study conducted by Al-Araibi et al. Table 1 summarizes the common issues that caused the low usage and adoption of e-learning system. Table 1 presents a comparison between nine studies regarding the main challenges of the e-learning system usage and adoption through conducting empirical studies to identify the issues in developing countries that are affecting low adoption by users, according to literature reviews. Three studies mentioned that universities readiness is one of the most significant reasons for the failures of e-learning adoption.
Therefore, empirical researches are important to identify the main challenges that faces the e-learning system usage during COVID pandemic in order to help decision makers in universities to overcome the issue of low usage of e-learning system, which is the objective of this research.
The research methodology framework in this study consists of three main phases as presented in Fig. In phase one, a review of literature on e-learning adoption factors and challenges has been conducted. In phase two, thematic analysis was used for identifying and classifying of e-learning adoption factors and challenges. The qualitative data obtained during the interview was analyzed using the thematic analysis technique using the NVivo software.
For conducting the thematic analysis process for this study, five steps was identified according to Braun and Clarke , namely: familiarization with data, generating initial codes, searching for themes, defining and naming themes, and producing the final report.
In the third phase, collecting and determining the main challenges and factors of e-learning adoption. In the following sections, we will describe in details the data collection method, sample of the study and the data analysis technique used in this study. In this research, a qualitative research is conducted, based on a semi-structured interview method to obtain and analyze data. The qualitative method was designed to help the researchers to understand the e-learning system adoption from multiple sources as well as multiple perspectives, which is difficult to explain in quantitative terms Myers and Avison Moreover, it is a helpful method to achieve the research objectives in a smooth way, as highlighted by Creswell One of the advantages of the qualitative method in this study is to explore information from participants in order to generate the said case study rather than just list numeric data.
Therefore, this approach allowed the researchers to connect with policymakers, IT experts and faculty members who are currently implementing and supporting the e-learning systems in Jordanian universities. Furthermore, the qualitative approach further allowed the researchers to deeper understanding about the main factors that affect the e-learning system adoption in Jordanian universities, along with the major challenges that the e-learning adoption faces.
Thus, this could also yield enough information to answer the research questions. This study applied a semi-structured interview method to collect the data. The semi-structured interview of this study consisted of more specific questions emerging from the main research questions and continue in the same pattern with the selected participants.
During the semi-structured interview, the researchers did not follow a formalized list of questions, but instead, they had a list of general topics called an interview guide. Furthermore, the semi-structured interview was conducted in two-way communication by exchanging questions between both the interviewer and interviewees during the interview session.
Thus, this method allowed the researchers for a more conversational interaction, permitting them for a greater amount of data to be gathered. In this study, we conducted an online interview with 30 students who have non-technical backgrounds in order to make more balanced view for this study. The interview was conducted during online-lecture using Blackboard system. The interview focused on several questions emerging from the main research objectives of this study.
These universities are currently implementing the e-learning system to deliver the online learning courses for their students. The interview questions was designed to collect the data from students and experts who are currently using the e-learning system in these universities. Therefore, these universities could help us to achieve the research objective.
The interview method was conducted, with a total of 61 participants from both technical and non- technical backgrounds in order to make more balanced view for this study. The study sample included of 30 students, 25 faculty members, 4 IT experts and developers at five universities and 2 policy-makers at the Ministry of Higher Education of Jordan.
The faculty members were from different departments of Information Technology School such as Information Systems and Software Engineering, who are currently using the e-learning system at five universities, as shown in Table 2. Thus, the participants in this study could help us to answer all questions related to the research questions and objectives, in order to obtain more detailed and meaningful understanding of the research problem from the main source at a particular point of time as suggested by Patton The interviewees were the right persons, who could answer all questions related to the challenges and factors that affect the usage of e-learning system during COVID Pandemic, and they are well familiar with all issues related to the current e-learning initiative.
According to Quick and Hall , the sample size in qualitative research is usually a range 4—50 due to the large volume of data collected. Furthermore, they described the sample is to be selected based on appropriateness participants and adequacy Data collected. Strauss and Corbin also suggested, 5 or 6 h interview would provide sufficient data to lead to saturation. Furthermore, participants should be well utilized to become the best representatives and have knowledge of the research topic.
With regard to data, they should be adequate and provide a rich description of the phenomenon Howell Based on that, 30 students and 31 e-learning experts participated in the interview, therefore, it can be said that the sample size in this study adequately satisfies the suggested requirements Quick and Hall ; Howell The main purpose of this method is to capture something important from the data collected in relation to the research question.
It can be used to generate better insights and findings Denscombe The concept of theme represents something important was captured from the data in relation to the research question. In the thematic analysis process, the researcher categorized the data obtained from the interviewees into three elements subjectively, using the NVivo The process of coding through NVivo started by using descriptive coding as described by Morse and Richards Watts , followed by phrases, words, and sentences from the transcript of data, which were labeled using the relevant words related to the factors and challenges of e-learning.
Several sub-themes will be then classified for each specific theme, depending on the research topic. In the selective coding analysis, the researchers have arranged the interview data into global main classifications namely: 1 specific themes namely, factors affecting e-learning system and challenges facing the usage of e-learning system during COVID Pandemic, and 2 sub-themes, which emerges as new themes and relationships under the specific themes, as shown in Fig.
The interview was audio recorded with the permission from the participants, and their anonymity was maintained. After completing the interview, debriefing was performed in order to give opportunity to the practitioners to ask questions, make comments or add any information that was not discussed during the interview session.
The material analysed, consists of transcriptions of the interview, and notes taken during the interview. The researcher checked the transcriptions against the mobile application-recorded material more than once, to ensure the exact words spoken by the interviewee, and thereafter making changes, if necessary.
This stage was important prior to starting with coding, after reading the whole transcript line-by-line. Following this stage, the resulting categories are coded according to the interview transcript received from the interviewee. This section includes the thematic findings that lead to the identification of the main challenges that face the e-learning system usage during COVID Pandemic.
Figure 3 shows the analysis findings for the e-learning system adoption framework. As noted by the interviewees, the interviewees agreed that change management is one of the challenging issues, since it touches government policies and legislation, students, and instructors. Opposition to change towards accepting e-learning system is an issue since there are students or instructors who prefer the traditional learning and teaching method.
Besides, the issue does not only affect the students, but includes instructors who might believe the alteration to be a menace to their occupations when the system gets changed from traditional teaching to e-learning system.
All interviewees agreed that the e-learning system technical factors is one the critical issues that should be addressed, as it could create an obstacle in adoption of the system by many students. All interviewees confirmed that financial support is one of the obstacles that faces the e-learning projects, because Jordanian universities have limited resources and have a large budget deficit. This section includes the thematic findings that lead to the identification of the critical factors that affect the successful usage of e-learning system COVID Pandemic.
Based on the results, the respondents stated that the critical factors that needs to be addressed and should be taken in the future plans, which affect the usage of e-learning system are 1 technological factors, 2 e-learning system quality factors, 3 trust factors, 4 self-efficacy factors and 5 cultural aspects.
Experts also stated another important technological factor, which is technical skills and support through the knowledge, understanding and abilities that are used to accomplish tasks related to maintenance and upgrading of the infrastructure of computers, networks, communications, as well as providing support to users when they face technical problems. The efficiency and quality of e-learning system was the main topic with the experts as a feasible method for gathering their opinions regarding the main factors that effect on the e-learning system adoption in Jordanian universities.
The respondents also were asked to grasp their views about the current e-learning system and how it is developed as an easy to use system, especially for students who do not have great computer skills.
The respondents were then asked about the usefulness of the system and whether the current system is efficient in term of its usefulness. The expert 1 started first and said that the usefulness is related to how an individual feels the system is easy to use. First, the user needs to feel the system is free from effort in order to feel motivated to use it. The same opinion was agreed upon by Expert 3, who added that the current system could be seen useful if students find it meets its purpose.
The respondents were asked about how reliable the current e-learning system is in terms of its efficiency, performance and security. According to the respondents, culture is a vital factor to increase the rate of e-learning system adoption among students. ICT literacy is one of the key element that is deliberated by the Higher Education Authority as outlined by the experts:. Another important factor is to be connected with students through different social media, as it is the main media and application used in Jordan.
The experts stated:. As noted by the respondents, self-efficacy is one of the core elements in determining the adoption of e-learning system in educational institutions.
The respondents confirmed that the awareness is key element that motivates the students to use the e-learning system. This factor helps to enhance the self-efficacy for users. The trust factor includes system protection, information privacy, and system reliability. In this research, the trust of the Internet is the key elements that can play a significant role in ensuring high trust for users. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 3 , — School as a caring community: A key to character.
Molnar Ed. Ninety-sixth yearbook of the National Society for the Study of Education pp. Chicago: National Society for the Study of Education. Lists a number of risk and protective factors that have been identified in relation to child abuse and neglect. Suggests specific actions that school personnel can take to promote protective factors and build resilience in children and families.
Addresses the role of the family and the school in promoting student engagement, essential characteristics of schools that motivate student learning, promising practices that foster student motivation, and the potential unintended consequences of high-stakes testing for student engagement.
Provides an overview of research in the area of student resilience, particularly teachers' role in creating an environment where students can develop the ability to overcome challenges. Reviews key protective factors and seven strategies teachers can employ in creating environments that foster resilience in students. Skip to main content. Protective Factors. Featured Resources. Motivating Students to Learn. Related Resources.
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