Title: Learning technology usability and the impact of experiential antecedents on students online learning

Authors: Azidah Abu Ziden; Adu Ifedayo Emmanuel

Addresses: School of Educational Studies, Universiti Sains Malaysia, PMB 11800, Gelugor, Malaysia; Department of Educational Technology, Bamidele Olumilua University of Education Science and Technology PMB 250, Ikere Ekiti State, Nigeria ' School of Educational Studies, Universiti Sains Malaysia, PMB 11800, Gelugor, Malaysia; Department of Educational Technology, Bamidele Olumilua University of Education Science and Technology PMB 250, Ikere Ekiti State, Nigeria

Abstract: This research investigated students online learning technology usability, considering the impact of a remote learning experience, quality of remote learning experience, infrastructure for remote teaching and learning, methods for remote teaching and learning, environment for remote teaching and learning, and wellbeing antecedents. For instance, the remote learning experience among students during movement control order in a Malaysian university recorded 68.91% unfavourable and 31.09% favourable levels in this research. The study opted for both quantitative researches of survey type and qualitative methods, which utilised an online questionnaire titled student's online learning experiences questionnaire of both close and open-ended questions. The findings suggest that most students felt the online learning was unfavourable. The study recommends that the university endeavours to provide adequate and quality resources to support the standard of student's online learning. This research suggests further adoption of this enquiry model for technology usability studies as it has not been optimally explored.

Keywords: impact; learning technology; internet infrastructure; university; e-learning; movement control order; MCO; antecedents; qualitative; quantitative; quality.

DOI: 10.1504/IJLT.2023.135903

International Journal of Learning Technology, 2023 Vol.18 No.4, pp.409 - 430

Received: 22 Jan 2022
Received in revised form: 29 Oct 2022
Accepted: 23 Nov 2022
Published online: 09 Jan 2024 *

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