What is it about?

Extended Technology Acceptance Model was used in this study to examine how a teacher-designed e-learning tool was accepted by senior high school students during their home-based online distance learning. This study followed the recommendation of Ferran, Prudente, & Aguja (2021) to utilize the teacher-designed e-learning tool by students of different levels enrolled in different subjects.

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Why is it important?

This study showed that perceived self-efficacy and system quality strongly affect the users' perceived ease of use while perceived ease of use highly influenced the students' perceived usefulness of GF-LP. Facilitating conditions do not affect the users' attitudes towards using the e-learning tool, which confirmed the effective utilization of GF-LP in online distance learning. The relationships between the original constructs of the Technology Acceptance Model (TAM) were also presented in this study. This study further proved that the teacher-designed e-learning tool can be utilized not just in one class under one subject, but can be adopted by different disciplines to ensure that their teaching approaches in online distance learning are successful. Hence, it is recommended that the use of Google Forms-based Lesson playlist/s or its features for remote learning is effective.

Perspectives

One interesting result of this study is that the facilitating conditions do not affect the users' attitudes towards using the e-learning tool. In home-based online distance learning, most students, especially those in lower grade levels, require assistance (sometimes from time to time) in utilizing the technology so that they can perform the activities provided by the teachers. With the challenges brought by the COVID-19, where students have to stay at home, having an e-learning tool that does not require too much dependence on its designer or teacher, saves time and allows self-paced learning.

Fritz Ferran

Read the Original

This page is a summary of: , Recoletos Multidisciplinary Research Journal, June 2021, University of San Jose-Recoletos,
DOI: 10.32871/rmrj2109.01.
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