Prethodno priopćenje
https://doi.org/10.70077/et2er.7.2.3
E-learning under crisis: Croatian academic experience
Sendi Deželić
; Veleučilište Baltazar Zaprešić
*
Predrag Ljubotina
orcid.org/0000-0001-7830-2429
; School of Advanced Social Studies
Andrej Raspor
orcid.org/0000-0002-8098-9554
; School of Advanced Social Studies
* Dopisni autor.
Sažetak
The purpose of this study is to examine the differences in perception, experience, and acceptance of e-learning between
professors and students within the Croatian higher education system during the COVID-19 pandemic. The findings of
the research remain relevant today, given the continuous growth of online study programs and the increasing need for
sustainable digital education solutions. Therefore, the study focuses on factors such as gender, technology acceptance,
motivation, assessment practices, e-learning skills, self-confidence in using digital tools, and the perceived importance
of a code of conduct in online education. Data were collected through an online survey conducted at the end of 2021,
involving 118 professors and 708 students. Respondents answered statements using seven-point Likert scales, and the
results were analyzed using SPSS software, including t-tests and linear regression models.The results show that there
are no significant gender differences in the perceived usefulness of e-learning, leading to the rejection of hypothesis H1.
Statistically significant differences between professors and students were found in levels of perceived stress, selfconfidence,
perceived usefulness of e-learning, and in e-learning skills before and after the digital transition, as well as
in the importance attributed to the code of conduct (H2a, H2c, H2e, H2h, H2i, and H2j confirmed). Hypotheses H3 and
H4 were also confirmed, indicating a positive influence of e-learning skills on satisfaction and future intention to use elearning.
Regression analysis confirmed that limited prior experience, low self-confidence, and high perceived
importance of the code of conduct increase stress levels (H5, H6, H7 confirmed). The findings highlight the need for
targeted support and training in the use of e-learning tools, especially for teaching staff, as well as the importance of
balancing academic integrity with stress management in digital learning environments.
Ključne riječi
Acadmenic stress; Digital skills; E-learning; Netiguette; Self-confidence
Hrčak ID:
341339
URI
Datum izdavanja:
16.12.2025.
Posjeta: 309 *