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

Dina Naser Tahat, Mohammed Habes (), Khalaf Tahat (), Saadia Anwar Pasha, Razaz Waheeb Attar, Waleed Mugahed Al-Rahmi and Fahad Alblehai
Additional contact information
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
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

Sustainability, 2023, vol. 15, issue 21, 1-17

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.

Keywords: higher education; technology acceptance model; United Arab Emirates; information communication technology; learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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