COMPARE AND CONTRAST PAPER

FACTORS IMPACT THE ADOPTION OF E-LEARNING DURING COVID-19

In recent years, the Covid-19 pandemic has grown significantly and greatly impacted
many areas, especially the education system in many countries. Accordingly, the
government pushed to perform distance learning through E-learning in place of the
traditional mode of learning. This work had a lot of impact on the learning work of
students as well as teachers, therefore three research papers by Yubaedi Siron, Agus
Wibowo, and Bagus Shandy Narmaditya (2020), Sanya Duggal (2022) and Thang Xuan
Do, Huong Thi Lan Tran, Thuy Thu Le (2022) were conducted. In this essay, we
compare and contrast three research articles investigating the factors that impact E-
learning acceptance from different perspectives.

Even though three research papers were conducted in different nations, namely
Indonesia, India, and Vietnam, the journal articles have some similarities. In terms of
the research topic, all three studies aimed to explore the elements influencing the
acceptance or adoption of E-learning during Covid-19. In addition, survey
questionnaires were also applied as the research instrument to gather data in three
research papers. Besides that, only two of the three studies (Siron, Y., Wibowo, A., &
Narmaditya, B.S., 2020 and Sanya Duggal, 2022) used the same research methodology,
which was quantitative research.

By contrast, there were significant differences between the three articles, which were
research design, sampling strategies, data collection methods, and participants. Firstly,
the three studies each utilized survey questionnaires, however, the Indonesian study
relied on online questionnaires, the Indian study used a structured questionnaire, and the
Vietnamese study used a combination of online and offline questionnaires. The second
difference was sampling strategies. Whereas convenience sampling was used in the
study conducted in Vietnam, purposive sampling was employed in the research
conducted in Indonesia and India. The Indonesian study focused on faculties in a
university, while the Indian study focused on students and working professionals across
different age groups, domains, and industries. The Vietnamese study concentrated on
pharmacy students from the 2nd to 5th year who took part in online training during the
COVID-19 pandemic. The Indonesian and Indian studies used statistical analysis
techniques such as PLS-SEM and SEM, while the Vietnamese study did not specify the

Trần Tuyết Nhi + Đào Nguyễn Anh Trúc + Nguyễn Thị Anh Thư
analysis techniques used. The Indonesian study and Indian study both measured
constructs such as perceived usefulness and perceived ease of use, while the Vietnamese
study did not measure these constructs. Overall, the studies share a common focus on E-
learning but differ in their research designs, data collection methods, participants, and
analysis techniques.

Concerning the results, even though the studies used various research topics, contexts,
and methodologies, they were complementary since they shed light on a variety of
aspects that contribute to the effectiveness of E-learning in the COVID-19 pandemic.
The first study found that the most important factors influencing learners' acceptance of
E-learning were its usability, usefulness, and content quality, consistent with the third
study's findings regarding the most important factors influencing learners' satisfaction
with an E-learning platform. The result from the second study that the E-learning
environment improved academic achievement supports the findings from the first study
regarding the elements influencing E-learning adoption from a learner's perspective.
Consequently, the results of the studies indicate that the effectiveness of E-learning
depended on several variables, including course design, instructor support, interactivity,
usability, and content quality. The findings reinforce one another by highlighting how
crucial it was to take these elements into account when developing and delivering E-
learning courses.

Overall, the three empirical studies have shown that many factors impact how people
use, adapt, and accept E-learning during the COVID-19 pandemic. E-learning has the
ability to improve academic performance and provide students with a helpful learning
environment when properly built and delivered.

References

Siron, Y., Wibowo, A., & Narmaditya, B.S. (2020). Factors affecting the adoption of E-
learning in Indonesia: Lesson from Covid-19. Journal of Technology and Science
Education, 10(2), 282-295. https://doi.org/10.3926/jotse.1025.

Duggal, S. (2022). Factors impacting acceptance of E-learning in India: Learners’

perspective. Asian Association of Open Universities Journal, 17(2), 101-119. DOI:
10.1108/AAOUJ-01-2022-0010.

Trần Tuyết Nhi + Đào Nguyễn Anh Trúc + Nguyễn Thị Anh Thư
Do, T.X., Tran, H.T.L., & Le, T.T. (2022). Factors influencing the E-learning system
usage during the COVID-19 pandemic in Vietnam. PLoS ONE, 17(12): e0278109.
https://doi.org/10.1371/journal.

Trần Tuyết Nhi + Đào Nguyễn Anh Trúc + Nguyễn Thị Anh Thư