The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.

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Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic.

E-learning is Information Technology (IT) supported virtual education system It has emerged as a dominant channel of learning The value of e-learning in education has led to a substantial development of online courses This study plans to commence with the notion of e-learning, and talk about its need and span in education There is a special focus on how e-learning can solve the disruptions in education sector due to the pandemic (COVID-19) A survey was performed to verify teachers’ preference towards diverse features of e-learning The research results show that the majority of the teachers held positive opinion towards e-learning

E-Learning During the Period of Pandemic (COVID-19) in the Kingdom of Saudi Arabia: An Empirical Study

Research on information systems has identified a variety of factors across a range of adoption models that determine their acceptance. In this research, the unified theory of acceptance and use of technology (UTAUT), which integrates determinants across eight models, was utilised to analyse students' intentions to use and their actual usage of Moodle, an e-learning system at Hashemite University, a public university in Jordan, one of developing countries. Four principal determinants of intention and usage were explored: performance expectancy, effort expectancy, social influence, and facilitating conditions. Data were collected from 370 undergraduate students and analysed using structural equation modelling techniques. The results indicated that performance expectancy and effort expectancy affected behavioural intentions to use Moodle whereas social influence did not. In addition, the results confirmed the direct impact of behavioural intentions and facilitating conditions on students' use of Moodle. UTAUT thus provides a valuable tool that enables university decision makers, faculty members, and designers to understand the factors driving e-learning system acceptance and thus facilitate the adoption of the system by students. The study will help educational institutions prepare e-learning systems, which is especially important during a state of emergency such as that caused by COVID-19.

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Using the UTAUT model to understand students' usage of e-learning systems in developing countries.

Background: E-learning is the use of the internet and its related devices for educational purposes without geographical restrictions, especially after the outbreak of the coronavirus pandemic, which led to a disruption of education in the classrooms in Egypt and around the world. Teaching and learning via the internet is a novel experience for most teachers and students. Aim: to investigate the effect of obstacles faced nursing students on their attitudes towards e-learning while applying it during COVID-19 pandemic. Design: A descriptive correlational research design. Setting: The study was conducted at Faculty of Nursing, Menoufia University, Egypt. Subjects: A stratified random sample technique was employed for the selection of 30% from the students in each of the four academic years enrolled in Faculty of Nursing, Menoufia University during the academic year 2019/2020. Tools: Interviewing questionnaire, attitude towards e-learning scale, and obstacles of e-learning questionnaires. Results: The results revealed that overall, 61.6% of students had negative attitudes towards e-learning. There was the highest level of total obstacles present among academic students in the first year were (67.6%) and the lowest level of total obstacles present among academic students in the fourth year was (55.7%) that faced nursing students during using e-learning. the most common dimensions of obstacles to e-learning were infrastructure and technology, technical and management support, and instructors' characteristics (87.1%, 85.2%, and 82.9%, respectively). Conclusions: There was a high statistically significant negative correlation between obstacles facing nursing students, and their attitudes toward e-learning. Recommendations: The Board Directors of the Faculty of Nursing must take the necessary measures to improve electronic learning and teaching during the closure. Also, a systematic strategy should be followed to implement e-learning since it is a new experience for Menoufia University.

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E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

During the COVID-19 pandemic, universities worldwide are going into ?emergency mode??radically transforming education by switching to online and e-learning education In the face of these emergent changes, many academic teachers who are unwilling to use e-learning or who lack the appropriate competences are suddenly being forced to teach via electronic devices and the Internet But how will this COVID-19 forced e-learning influence academic teachers' motivation and performance? In this conceptual paper, drawing from Job Characteristics Theory?a model of human work motivation, we would like to discuss the possible changes in six motivational job characteristics of the academic teacher's job (task identity, task significance, skill variety, feedback, autonomy, social dimensions of the work) caused by COVID-19 forced e-learning Our concise conceptual elaboration might spark a debate on the possible unintended consequences of COVID-19 forced e-learning

https://onlinelibrary.wiley.com/doi/pdf/10.1111/hequ.12314

E-learning? Never again! On the unintended consequences of COVID-19 forced e-learning on academic teacher motivational job characteristics

The E-learning market is becoming more and more popular in the world. This is evidenced by the increased budget allocations for e-learning programs, the growing prevalence of e-learning in various markets all over the world and new trends in modern technology and tools. The study aims to evaluate the readiness of university management and students for active e-learning. The objective is to identify the prospects and problems of the information and communication technology in educational management when introducing e-learning. To achieve the research objectives, we conducted a survey in the form of a questionnaire among the first-year graduate IT students of three Moscow universities directly involved in e-learning initiatives. The survey involved 135 teachers, 19 information and communication technology (ICT)/e-learning specialists, 6 university managers and 3 heads of university management, one from each of the three universities. The research showed that despite the potential of a learning management system to support both blended learning and e-learning, most e-learning initiatives are not fully realized; they completely or partially fail. Poor marketing strategies, poor service strategies and insufficient technical support are some of the most likely causes of failure. The possibility of students and teachers to interact and the expansion of the geography of education should be noted among the prospects of modern management in the implementation of e-learning. It has been revealed that more than half of the students (54%) independently develop applications and programs for e-learning. The results of our research can become the basis for further research in e-learning and its prevalence in developing countries.

Vladimir V. Epaneshnikov

Papers

Present-Day Management of Universities in Russia: Prospects and Challenges of E-Learning.