DIGITAL COMMUNICATION AND LEARNING TECHNOLOGY ADOPTION DURING COVID-19 PANDEMIC
Abstract
The Covid-19 pandemic has changed the communication and learning processes by utilizing digital communication. The challenge of adopting digital communication is inevitable when supporting learning shifts from offline to online systems. However, it is necessary to consider the effectiveness factor in order to facilitate adoption. The Technology Acceptance Model (TAM) is a theoretical framework that describes how a technology can be accepted, adopted, and used by society. Two factors influence people's acceptance of technology: perceived ease of use and perceived of usefulness. In the context of learning using digital communication technology, Google Classroom is a learning technology that is considered easy because there are tutorials available that can guide users and make it easy to access. Its advantage is that it facilitates interaction and learning experiences such as the ability to upload various materials and provide direct feedback. In short, the application of the Technology Acceptance Model (TAM) theory to the adoption of digital communication technology in courageous learning during the Covid-19 pandemic can provide understanding and knowledge about aspects that contribute to the adoption and use of technology during times of crisis.
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References
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[33] Utami, T. L. W. (2021). Technology adoption on online learning during Covid-19 pandemic: implementation of technology acceptance model (TAM). Diponegoro International Journal of Business, 4(1), 8–19. https://doi.org/10.14710/DIJB.4.1.2021.8-19
[2] Anugrahana, A. (2020). Hambatan, Solusi dan Harapan: Pembelajaran Daring Selama Masa Pandemi Covid-19 Oleh Guru Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(3), 282–289. https://doi.org/10.24246/j.js.2020.v10.i3.p282-289
[3] Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2021). Impacts of the Covid-19 Pandemic on Life of Higher Education Students: Global Survey Dataset from the First Wave. Data in Brief, 39, 107659. https://doi.org/10.1016/j.dib.2021.107659
[4] A’Yun, K., Suharso, P., & Kantun, S. (2021). Google Classroom as the Online Learning Platform during he Covid-19 Pandemic for the Management Business Student at SMK Negeri 1 Lumajang. IOP Conference Series: Earth and Environmental Science, 747(1). https://doi.org/10.1088/1755-1315/747/1/012025
[5] Azhar, K. A., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachersâ€TM Perceptions | PRIZREN SOCIAL SCIENCE JOURNAL. PRIZREN SOCIAL SCIENCE JOURNAL, 2(2), 52–66. https://www.prizrenjournal.com/index.php/PSSJ/article/view/39
[6] Ching-Ter, C., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The General Extended Technology Acceptance Model for E-learning approach. Computers and Education, 111, 128–143. https://doi.org/10.1016/j.compedu.2017.04.010
[7] Council of Europe. (2021). RFCDC - Learning activities based on the COVID-19 pandemic. Council of Europe Portal. https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture/rfcdc-learning-activities-based-on-the-covid-19-pandemic
[8] Daniela, L., Rubene, Z., & Rūdolfa, A. (2021). Parents’ perspectives on remote learning in the pandemic context. Sustainability (Switzerland), 13(7). https://doi.org/10.3390/su13073640
[9] Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003. https://doi.org/10.1287/mnsc.35.8.982
[10] Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
[11] Hasanah, U., & Sibilana, A. R. (2020). Child-Friendly Curriculum Implementation During Pandemic Covid-19 Martabat : Jurnal Perempuan dan Anak. Martabat: Jurnal Perempuan Dan Anak, 4(2), 283–300.
[12] Hidayat, D., Anisti, Purwadhi, & Wibawa, D. (2020). Crisis management and communication experience in education during the covid – 19 pandemic in indonesia. Jurnal Komunikasi: Malaysian Journal of Communication, 36(3), 67–82. https://doi.org/10.17576/JKMJC-2020-3603-05
[13] Hussein, M. H., Ow, S. H., Ibrahim, I., & Mahmoud, M. A. (2021). Measuring instructors continued intention to reuse Google Classroom in Iraq: a mixed-method study during COVID-19. Interactive Technology and Smart Education, 18(3), 380–402. https://doi.org/10.1108/ITSE-06-2020-0095/FULL/PDF
[14] Landrum, B. (2020). Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes. Online Learning, 24(3), 128–146. https://doi.org/10.24059/olj.v24i3.2066
[15] Lazim, C. S. L. M., Ismail, N. D. B., & Tazilah, M. D. A. K. (2021). Application Of Technology Acceptance Model (TAM) Towards Online Learning During Covid-19 Pandemic: Accounting Students Perspective. International Journal of Business, Economics and Law, 24, 1.
[16] Mancini, T., Imperato, C., Vesco, S., & Rossi, M. (2021). Digital Communication at the Time of COVID-19: Relieve the Refugees’ Psychosocial Burden and Protect Their Wellbeing. Journal of Refugee Studies. https://doi.org/10.1093/JRS/FEAB082
[17] Marlina, M., Junedi, B., Nasrullah, A., & Mustika, H. (2021a). Optimalisasi Penggunaan Google Classroom Pada Pembelajaran Matematika Di Masa Pandemi Covid 19. JMM (Jurnal Masyarakat Mandiri), 5(3), 836–846.
[18] Marlina, M., Junedi, B., Nasrullah, A., & Mustika, H. (2021b). Optimalisasi Penggunaan Google Classroom Pada Pembelajaran Matematika Di Masa Pandemi Covid 19. JMM (Jurnal Masyarakat Mandiri), 5(3), 836–846.
[19] Maulida, H., & Prawira W, R. Y. (2020a). Pola Komunikasi Siswa Di Lingkungan Sekolah Ramah Anak. Media Bina Ilmiah, 14(12), 3717–3728.
[20] Maulida, H., & Prawira W, R. Y. (2020b). Perilaku Komunikasi Di Sekolah Ramah Anak Kota Magelang. Sosio Informa, 6(3), 239–251. https://doi.org/10.33007/inf.v6i3.2371
[21] Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
[22] Nguyen, M. H., Gruber, J., Fuchs, J., Marler, W., Hunsaker, A., & Hargittai, E. (2020). Changes in Digital Communication During the COVID-19 Global Pandemic: Implications for Digital Inequality and Future Research. Social Media + Society, 6(3), 2056305120948255. https://doi.org/10.1177/2056305120948255
[23] Nugrahenti, M. C., & Maulida, H. (2021). Protection of Children in Child Learning During the Covid-19 Pandemic Indonesia. Musamus Law Review, 3(2), 58–71. https://doi.org/10.35724/mularev.v3i2.3454
[24] Nuraini Kusumadewi, A., Anthony Lubis, N., Adhy Prastiyo, R., & Tamara, D. (2021). Technology Acceptance Model (TAM) In The Use of Online Learning Applications During The Covid-19 Pandemic For Parents of Elementary School Students. Edunesia : Jurnal Ilmiah Pendidikan, 2(1), 272–292. https://doi.org/10.51276/EDU.V2I1.120
[25] Okmawati, M., Negeri, S., Selatan, S., Tanjak, D., Sangir, K., & Selatan, K. S. (2020). The Use of Google Classroom during Pandemic. Journal of English Language Teaching, 9(2), 438–443. http://ejournal.unp.ac.id/index.php/jelt/article/view/109293
[26] Padmavathi, M. (2016). A Study of Student-Teachers’ Readiness To Use Computers In Teaching: An Empirical Study. Ii-Manager’s Journal o, Vol.No. 3lnSchool Educational Technology, 11(3), 29–39.
[27] Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. https://doi.org/10.1016/j.childyouth.2020.105535
[28] Selvaraj, A., Radhin, V., KA, N., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, 102444. https://doi.org/10.1016/J.IJEDUDEV.2021.102444
[29] Shaharanee, I. N. M., Jamil, J. M., Syamimi, S., & Rodzi, M. (2016). The Application of Google Classroom as a Tool for Teaching and Learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 5–8.
[30] Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/J.HELIYON.2020.E05410
[31] Susilo, P. H., & Rohman, M. G. (2021a). Google Classroom Optimization As Online Learning Innovation During The Covid-19 Pandemic. Generation Journal, 5(2), 2580–4952. https://doi.org/10.29407/gj.v5i2.16117
[32] Susilo, P. H., & Rohman, M. G. (2021b). Google Classroom Optimization As Online Learning Innovation During The Covid-19 Pandemic. Generation Journal, 5(2), 2580–4952. https://doi.org/10.29407/gj.v5i2.16117
[33] Utami, T. L. W. (2021). Technology adoption on online learning during Covid-19 pandemic: implementation of technology acceptance model (TAM). Diponegoro International Journal of Business, 4(1), 8–19. https://doi.org/10.14710/DIJB.4.1.2021.8-19
Published
2021-06-29
How to Cite
Maulida , H., Winanta , R. A., & Prawira W , R. Y. (2021). DIGITAL COMMUNICATION AND LEARNING TECHNOLOGY ADOPTION DURING COVID-19 PANDEMIC. INFOKUM, 9(2, June), 627-632. Retrieved from https://infor.seaninstitute.org/index.php/infokum/article/view/1278
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