The purpose of this study is to identify the factors responsible for phubbing (PHU) from technological and psychological aspects.,From the literature review, some hypotheses have been formulated and a conceptual model has been developed. The model has been validated and the hypotheses have been tested by a statistical approach using a survey with involvement of 302 useable responses. The responses have been quantified and thereafter detailed statistical analysis has been adopted to verify the conceptual model and the hypotheses.,Smartphone addiction (SPA) is the principle component that is responsible for PHU, which is also the goal of the study.,The study highlights that unless SPA behavior of individuals is reduced; it is not possible to control PHU behavior. For restricting SPA, self-control of the users of smartphone is necessary. Besides, imposition of appropriate rules and regulations can check the menace of SPA that in turn would control PHU.,Practitioners are to arrange to reduce SPA of people. The users are to be made known regarding the dark sides of SPA responsible for PHU. Besides, practitioners should conduct awareness programs to keep the users apprised regarding menace of SPA and PHU. Practitioners should arrange to execute consistently regulatory restrictions to control SPA. This would also be able to control individuals to exhibit PHU behavior.,PHU inhibits quality of interpersonal communication. It lowers the esteem and exhibits negative relationship satisfaction among the interacting parties. PHU creates ostracism. Identification of factors responsible for PHU would help to provide a solution to check PHU.,Not much research on this issue is known to have taken place. In this regard, this attempt should be deemed to be a novel attempt.

Antecedents of phubbing: from technological and psychological perspectives

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

The purpose of this study is to concurrently test the effect of cognitive absorption and perceived social presence on technology acceptance model core variables, e-satisfaction and e-retention among undergraduate students of Northern Malaysian public universities.,To empirically test the model, the authors developed quantitative research by collecting data from 730 undergraduate students of public universities in the Northern states of Malaysia. Partial least squares–structural equation modeling was used to analyze the data.,The results of the study reveal that cognitive absorption has a direct significant and positive effect on perceived usefulness and perceived ease of use of e-learning platforms and an indirect effect on e-satisfaction and e-retention. Equally, perceived social presence has a direct positive and significant effect on perceived ease of use and an indirect effect on e-satisfaction and e-retention, while e-satisfaction positively and significantly influences electronic retention. However, perceived social presence has an insignificant effect on perceived usefulness.,The findings of this study provide insights to practitioners, academia and university management, policymakers, designers and marketers on how to use the selected variables to improve the e-learning systems generally, and LearningZone Moodle in particular.,Several studies have been conducted in the domain of electronic learning; none of them, however, concurrently linked cognitive absorption and perceived social presence with technology acceptance model core factors to predict e-satisfaction and e-retention using LearningZone Moodle. This study helps the research community to fill this gap as the literature lacks a concerted discussion concerning these variables to significantly predict e-satisfaction and e-retention in an online learning context.

E-learning satisfaction and retention: a concurrent perspective of cognitive absorption, perceived social presence and technology acceptance model

With online education taking centerstage in recent times, the primary objective of this study is to find out the student perception of online classes from teachers who had no past experience of online teaching, with respect to their teaching effectiveness, teaching style and pedagogy in an online classroom. This study is exploratory in nature. Using a structured questionnaire, 356 completed responses were received and analysed using the available research tools. The dynamics of education have changed overnight. The findings of the study indicate that pedagogy, teaching style and teaching effectiveness significantly affect student perception towards online classes by first time online teachers. The role of the teachers has changed drastically and there is a need for them to prepare themselves for the new normal using the suitable pedagogical tools for creating an effective online classroom.

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An empirical study of student perception towards pedagogy, teaching style and effectiveness of online classes.

Purpose: This research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and online engagement. Design/methodology/approach: In this research, the authors followed a quantitative methodology and a deductive research approach. Data were collected from 433 students at different study levels and academic specializations in higher education institutions (HEIs) in Oman. The data have been analyzed using partial least squares structural equation modeling via Smart-PLS. Findings: The findings of this research show that e-learning system usability affects students' learning outcomes. Moreover, the relationship between these two variables is mediated by teacher behavior and students' online engagement. Originality/value: This study is important as it adds to the understanding of the role of e-learning system usability in predicting student outcomes. From practical perspectives, especially during the spread of the COVID-19 pandemic, this study also helps practitioners at private HEIs use e-learning systems more efficiently and effectively to improve students' engagement and learning outcomes. © 2021, Emerald Publishing Limited.

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners.,This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability.,Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity.,The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability.,This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

Asela Indunil Gunesekera

Papers

The role of usability on e-learning user interactions and satisfaction: a literature review