Kasetsart Journal of Social Sciences (KJSS)

Students’ acceptance toward Asynchronous Virtual Education during COVID-19 pandemic
Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 045, Issue 2, April 2024- June 2024, Pages 483-492
ISSN: 2452-3151(0125-8370)
M?nica Elva Vaca-C?rdenasa,*, Ermenson Ricardo Ordonez-Avilab, Leticia Azucena Vaca- C?rdenasb, Antoni Neptal? Vaca-C?rdenasc
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aDepartamento de Pedagog?a de los Idiomas Nacionales y Extranjeros, Facultad de Filosof?a, Letras y Ciencias de la Educaci?n, Universidad T?cnica de Manab?, Portoviejo, Manab? 130103, Ecuador
bDepartamento de Sistemas Computacionales, Facultad de Ciencias Inform?ticas, Universidad T?cnica de Manab?, Portoviejo, Manab? 130103, Ecuador
cCarrera de Comunicaci?n, Facultad de Ciencias Pol?ticas y Administrativas, Universidad Nacional de Chimborazo, Portoviejo, Manab? 060110, Ecuador
*Corresponding author, e-mail: monica.vaca@utm.edu.ec
Abstract
Because of the global pandemic, governments around the world suspended many activities, including education. This unexpected situation made many educational institutions switch from face-to-face classes to a Virtual Education modality; neither teachers nor students were prepared. Therefore, the main goal of this research was to measure the students’ acceptance toward Asynchronous Virtual Education during COVID-19 pandemic at a public university. This study had a quantitative approach where 1,358 university students participated voluntarily. The technique for data collection was a survey, and the instrument was a questionnaire elaborated through google forms by the researchers. Confirmatory Factor Analysis was used to elaborate and choose the best model of the Asynchronous Virtual Education Acceptance Scale for Students (AVEASS). Main results showed that the use of Asynchronous Virtual Education had a negative acceptance of students with 51 percent. Even though students had previous experience working in virtual environments, the majority of them did not find the use of Asynchronous Virtual Education fun or interesting. Thus, it is concluded that the Asynchronous Virtual Education was not accepted by more than a half of the population of students. Therefore, it is recommended that university authorities provide more training to professors and students about the best ways of using Asynchronous Virtual Education in a more active and fun way as possible.
Keywords
acceptance, COVID-19, higher education, TAM, virtual education
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