Insha Amin

Bio: Insha Amin is an academic researcher from Institute of Chartered Financial Analysts of India. The author has contributed to research in topics: Competence (human resources) & Psychology. The author has co-authored 1 publications.

What Shapes E-Learning Effectiveness among Tourism Education Students? An Empirical Assessment during COVID19

Abstract: Current study is undertaken to examine the role of Information & Communication Technology (ICT), motivational variables, and virtual competence towards students' e-learning effectiveness. Structural Equation Modelling (SEM) with Partial Least Squares (PLS) was used for data analysis. Findings revealed that different components of ICT, except perception, have a positive impact on e-learning effectiveness. Also, perceived usefulness, perceived enjoyment, virtual self-efficacy, and virtual social skills positively contribute towards e-learning effectiveness of students which contribute to their knowledge acquisition and satisfaction. Findings of the study have unique implications for universities, faculty and students to create/use e-platforms for effective learning experiences.

The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age

Abstract: During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students’ learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers’ age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students’ online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers’ perceptions of students’ online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers’ perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers’ age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers’ resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.

Students’ Actual Use of E-Learning in Higher Education During the COVID-19 Pandemic

Abstract: The purpose of this study was to look at factors that might influence whether or not academics will use e-learning during the Corona Virus Disease 2019 (COVID-19) pandemic. The goal of this paper is to look into the effect of perceived interaction, educational materials, playfulness, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use on students’ attitudes toward and intentions to use e-learning in Saudi Arabia higher education during the COVID-19 pandemic, as well as the indirect impact of student satisfaction with their actual use of e-learning. The research model was evaluated using structural equation modeling (SEM) and route analysis, which were based on e-learning user data collected through a survey. Student happiness and desire to use e-learning both had a beneficial impact on actual use, according to the statistics. During the COVID-19 epidemic, perceived interaction and self-efficacy were shown to be the most important factors influencing perceived usefulness and ease of use, which affected students’ intentions and satisfaction with e-learning. The study’s participants were e-learning users from a government university in Saudi Arabia. Previous studies on e-learning in developing nations have seldom taken a holistic approach. This paper also aims to include a literature review of recent published studies in the field of e-learning usage during the COVID-19 outbreak.

Impact of corona virus outbreak on travellers’ behaviour: scale development and validation

Abstract: Purpose The purpose of this paper is to develop an instrument to measure the influence of coronavirus (COVID-19) on international travellers’ behaviour. Design/methodology/approach Data were collected from 500 respondents in the Kingdom of Saudi Arabia to develop and validate a multi-item scale to measure international travel behaviour post-COVID-19. The initial pool of items was validated by using exploratory factor analysis. The first-order reflective and the assessment of hierarchical factor structure were done through structural equation modelling by using SmartPLS 3. Findings Findings revealed a hierarchical three-level scale for measuring international traveller’s behaviour. The first level consists of six sub-dimensions of 19 items. These six sub-dimensions can be used as a formative measure of three dimensions of general impact, attitude and preference and cleanliness and safety. These three dimensions form the third level for the meta construct of traveller’s behaviour. Research limitations/implications The proposed scale will provide policymakers and managers with an improved understanding of the change in travellers’ behaviour due to the COVID-19 crisis or any future pandemic. Practical implications The scale can be used by the tourism and hospitality industry to access the impact of COVID-19 or any other future pandemic on traveller’s behaviour. Originality/value Since the outbreak of the novel COVID-19, almost all international travel has come to halt. A diverse measuring instrument to measure traveller’s behaviour is not available in extant literature. To the best of the authors’ knowledge, this study is the first of its kind which has developed and validated a scale for measuring traveller’s behaviour during and post COVID-19.

Towards digital access during pandemic age: better learning service or adaptation struggling?

Abstract: Purpose The presence of digital learning space is widely seen as there is an active engagement between educators and learners. However, the challenge raised mainly amidst the pandemic age, which is potentially leading to the interference on the active engagement in education process. The necessary act to have a critical response from the student’s feedback towards the online learning services should be taken into consideration in ensuring the continuance of teacher education in enabling to grab the potential chance to advance the assessment of strategic approach in online learning. This paper aims to examine the digital access during the pandemic age through elaborating the extensive value of better learning service or adaptation for the online learning achievement amidst the pandemic age. Design/methodology/approach This study is conducted with a qualitative approach through the particular method of data collection, namely, structured interview. This qualitative approach was selected to enable obtaining the richness of information and related data. The insightful feedback will be coming from 27 higher education learners. Findings The finding revealed that better design of achievement pathway on the digital access could be enhanced in supporting the online learning performance through the online services. The main point refers to look into detail about digital online infrastructure insufficiency for online access support and improvements on digital online infrastructure for accessibility of learning service. The main occupations are clearly pointed in the following phase. Those are empowering digital access for learning service support and enhancing digital-adaptation for online learning achievement. Originality/value This study is supposed to contribute in assisting the value contribution with an extensive point to continue the digital access during pandemic age through the adaptation empowerment of higher learner’s online learning services.

Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

Abstract: E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to measure E-learning success based on self-student assessment, was developed. This innovative model, which reinforces the existing theoretical framework of models, identifies a wide array of success predictors and relates them to various measures that help to reach success, including learning and academic achievements. The validation of the 3S-T model was carried out using the partial least squares structural regression equations modeling technique (PLS-SEM). In this analysis, four major constructors were identified as determinants of E-learning service performance, namely, the surrounding conditions, system characteristics, tutor’s development and student’s own performance. Although each of them is composed of several subcategories, finally, 15 indicators that estimate the fulfillment of these factors were defined and evaluated. The present study is strongly connected to the fourth goal of the Agenda established by the United Nations, which seeks Quality Education to ensure the sustainable development of countries.