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Technology Enhanced Learning in Undergraduate Level Education: A Case Study of Students of Mass Communication

Author

Listed:
  • Dina Naser Tahat

    (Applied Sociology Department, Al Ain University, Abu Dhabi P.O. Box 112612, United Arab Emirates)

  • Mohammed Habes

    (Faculty of Mass Communication, Radio & TV Department, Yarmouk University, Irbid P.O. Box 21163, Jordan)

  • Khalaf Tahat

    (Media & Creative Industries Department United Arab Emirates University UAE, Irbid P.O. Box 21163, Jordan
    Journalism Department, Yarmouk University, Irbid P.O. Box 21163, Jordan)

  • Saadia Anwar Pasha

    (Department of Mass Communication, Allama Iqbal Open University, Islamabad 44000, Pakistan)

  • Razaz Waheeb Attar

    (Department of Business Administration, College of Business and Administration, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia)

  • Waleed Mugahed Al-Rahmi

    (Faculty of Social Science and Humanities, School of Education, University Teknologi Malaysia, Skudai 81310, Johor, Malaysia)

  • Fahad Alblehai

    (Computer Science Department, Community College, King Saud University, Riyadh 11437, Saudi Arabia)

Abstract

The incorporation of digital technology in education represents a substantial transformation in the realm of academia. In the present day, with new technology being readily available to both educators and students, educational institutions encourage their students to embrace it, enabling students facing geographical constraints to easily continue their education through internet-based learning. The primary objective of this study is to investigate the viewpoints of undergraduate students in the field of mass communication concerning the integration of Information and Communication Technology (ICT) in the UAE. Based on a Technology Acceptance Model (TAM), the data were gathered using structured questionnaires. Results revealed that knowledge sharing and accessibility are significant factors affecting the perceived ease of use and perceived usefulness among the undergraduate students. Further, perceived ease of use significantly affects perceived usefulness. Finally, both perceived ease of use and perceived usefulness remained as significant factors regarding ICT acceptance among the Emirati students. It is concluded that educational institutions must invest significantly in robust IT infrastructure. This step ensures that e-learning experiences are seamless and accessible to all students. Further, to address some students’ connectivity challenges, offering alternative access options or providing offline resources can be beneficial. Finally, the practical implications and limitations are discussed.

Suggested Citation

  • Dina Naser Tahat & Mohammed Habes & Khalaf Tahat & Saadia Anwar Pasha & Razaz Waheeb Attar & Waleed Mugahed Al-Rahmi & Fahad Alblehai, 2023. "Technology Enhanced Learning in Undergraduate Level Education: A Case Study of Students of Mass Communication," Sustainability, MDPI, vol. 15(21), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:21:p:15280-:d:1267182
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    References listed on IDEAS

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    1. Dufour, Jean-Marie, 1990. "Exact Tests and Confidence Sets in Linear Regressions with Autocorrelated Errors," Econometrica, Econometric Society, vol. 58(2), pages 475-494, March.
    2. Alkahtani Mohammed Ali, 2021. "E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception," SAGE Open, , vol. 11(4), pages 21582440211, October.
    3. Nisar Ahmed Dahri & Waleed Mugahed Al-Rahmi & Abeer S. Almogren & Noraffandy Yahaya & Muhammad Saleem Vighio & Qusay Al-Maatuok, 2023. "Mobile-Based Training and Certification Framework for Teachers’ Professional Development," Sustainability, MDPI, vol. 15(7), pages 1-22, March.
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    Cited by:

    1. David Llanos-Ruiz & Víctor Abella-García & Vanesa Ausín-Villaverde, 2025. "Virtual Reality in Higher Education: A Systematic Review Aligned with the Sustainable Development Goals," Societies, MDPI, vol. 15(9), pages 1-60, September.

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