Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance

Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students’ perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students’ confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continuance intention was mediated through the factor of satisfaction. In addition, satisfaction was found to have a significantly direct impact on online learning continuance intention, suggesting that when students taking online courses are satisfied with their online learning experience, the likelihood for them to continue taking other online courses is higher

Determinants of Satisfaction and Continuance Intention to Use Cloud-Based E-Learning Among Undergraduate Students in Ningxia Universities

Purpose: This study examines what factors affect the satisfaction and continuance intention of college students majoring in English translation and interpreting on cloud-based e-learning. The conceptual framework consists of task-technology fit, learning-technology fit, interactivity, course content quality, course design quality, organizational support, perceived usefulness, satisfaction and continuance intention. Research design, data, and methodology: A quantitative research method was used to distribute questionnaires to three Ningxia universities and perform data analysis. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were applied to analyze the collected results and examine the pre-designed hypotheses' model fit, reliability, and validity. Results: It was found that satisfaction was the strongest predictor of continuance intention, followed by perceived usefulness. In addition to learning-technology fit as an antecedent, task-technology fit, interactivity, course content quality, course design quality, and organizational support showed significant and positive effects on satisfaction and perceived usefulness. Conclusion: Achieving and improving the satisfaction of students to use cloud-based e-learning is the priority for developers, administrators, and teachers. For organizations, adequate support for users and cloud-based e-learning is beneficial to enhance users' perceived usefulness. For developers, updating and ensuring a high degree of technical alignment of the system with the user's mission is an effective approach

The After Times: College Students’ Desire to Continue with Distance Learning Post Pandemic

Distance learning, already a topic of interest among higher education administrators and faculty, took on new significance during the coronavirus disease of 2019 (COVID-19) pandemic when face-to-face classes worldwide abruptly shifted online. Many students who had never taken classes online had to either engage in distance learning or withdraw from their classes. An interesting question arises from this situation: will these students continue to take classes online when circumstances no longer require them to do so? In this paper, we investigate factors that may influence college students’ intentions to continue with distance learning once they no longer have to do so. We developed a model based on social cognitive theory and social cognitive career theory and tested it using data from surveying 525 college students who took distance learning classes. Results indicate that personal and environmental factors drive intentions to continue with distance learning through their impact on distance learning perceived performance and satisfaction. We discuss our findings’ implications for practice and future research

A study of system, human, technology and web self-efficacy as determinant factors of e-learning success in Malaysian public universities

Technology has influenced all sectors in the world. In the education sector, technology plays an important role and is termed 'e-learning'. Due to the advancement of technology in the education sector, studies on e-learning success has become an important focus. Therefore, it is important to address the factors that affect the success of e-learning. Previous research has found that system, human, and technology factors contribute to the success of e-learning. Hence, this study extended the DeLone & McLean IS success model with human and technology factors and the moderating role of web self-efficacy on the relationship between human factors (motivation, psychological factor, teacher's attitude)/ technology factors and user satisfaction/system use. Using a cross-sectional survey technique, this study gathers data through an online survey from lecturers working in Malaysian public universities. The study uses SmartPLS version 3.0 M3 to validate the hypotheses. The findings of the test indicated that system factors (information quality, system quality, and support service quality), technology factors, and one out of three dimensions of the human factor (i.e. the psychological factor) are found to be significantly related to user satisfaction. Information quality and two out of three dimensions of the human factors (i.e. motivation and teacher's attitude) are found insignificant with system use. The relationship between user satisfaction, intention to use, and system use is found significant. Moreover, Web self-efficacy moderated the relationship only between psychological factors and user satisfaction. The study contributed to the body of knowledge regarding human factors, technology factors, and web self-efficacy with a special focus on Malaysian public universities. Furthermore, in light of the findings, the study has provided recommendations for managerial staff, policymakers, and future researchers. Lastly, the limitations of the study with future research directions are also discussed

Scales of Online Learning Readiness: Empirical Validation of Factors Affecting EFL Learners in Online Learning during Covid-19 Pandemic

Although extensive research has been carried out on university students’ online learning readiness, very little attention has been paid to online learning readiness of foreign language learners. Examining the learners' readiness get involved in online learning becomes more fundamental to conduct in this current Covid-19 pandemic since online learning is the only alternative to run educational programs at every level. This study set out to investigate the construct validity of a scale to measure EFL learners' readiness in online learning during covid-19 pandemic. The scale was construdted based on the theories underlying students readiness in online learning. Both exploratory and confirmatory factor analyses were used to empirically validate the scale. A total of 682 undergraduate students from seven universities in Indonesia participated in the study by completing in the google form-based scale. The results of the study showed that the scale comprised of 24 items that converged into a five-latent factor with an acceptable fit. These results are expected to be a consideration basis in planning, implementing, and evaluating EFL online learning programs in the Indonesia context

Quality modeling in electronic healthcare: a study of mHealth Service

Information and communication technologies (ICTs) have the potential to radically transform health services in developing countries. Among various ICT driven health platforms, mobile health is the most promising one because of its widespread penetration and cost effective services. This paper aims to examine Quality Modeling in Electronic Healthcare by using PLS based SEM

JOB SATISFACTION, ORGANIZATIONAL CULTURE AND WORK-LIFE BALANCE: STRUCTURAL EQUATION MODEL OF ORGANIZATIONAL COMMITMENT AMONG PUBLIC SCHOOL TEACHERS

The desire of teachers to support students and assume responsibility for their education is embraced by the concept of teacher’s organizational commitment. The idea of teachers' organizational commitment embraces teachers' desire to assist students and take ownership of their education. To determine how happy they were with their positions, how they felt about the business culture, how balanced work and family life were, and how devoted they were to the organization, this study looked at 420 public school teachers in the Davao Region. Furthermore, it analyzed the associations between the factors. A structure-equation model was used to determine work-life balance, job satisfaction, and organizational culture that matched teachers' organizational commitment. The discoveries uncovered high degrees of hierarchical commitment, the balance between serious and fun activities, authoritative culture, and occupation fulfillment. Important relationships were between work-life balance, organizational commitment, and job satisfaction. Organizational culture and organizational commitment were also important relationships. Lastly, there was a good fit for the teachers' organizational commitment regarding work-life balance, organizational support, and professional pride. These factors included organizational culture, employee management, and strategic emphasis. Therefore, job satisfaction, organizational commitment and work life balance were strong predictors of organizational commitment. In order to prevent teacher turnover in this profession, it was advised that schools always support teachers' ongoing professional development, which can be done through seminars and training.  Article visualizations

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

The context and content related determinants of professional social networking site usage – A perceived value perspective

Previous studies of organisational or recreational use of social networking sites (SNSs) are unable to fully explain a setting where work and play aspects combine, as in the case of professional SNS. This thesis aims at complementing the current research on SNS usage determinants by including the parallel roles of individual and professional self in using a professional SNS, a topic still academically sparse. This thesis applies the perceived value concept as a multidimensional determinant of SNS usage. Previous research has confirmed the relevance of perceived value in studying SNS continuance. In this study, perceived value is framed using context-content and individual-professional value scales for explaining the continuous usage of professional SNS. Theory on perceived consumption value (individual self) is complemented with social capital theory and the concept of resource pooling (professional self). Data from LinkedIn usage is then collected from users of different professional life stage. The research model and hypotheses are tested using PLS-SEM method. The key findings of this study both complement and confirm previous SNS research. First, the results indicate that the bridging social capital is a major contextual determinant of professional SNS usage whereas bonding social capital bears no clear significance. This is opposing to what previous literature on recreational SNS has claimed. Second, the hedonic value seems to be a stronger determinant of professional SNS usage than utilitarian value – something not expected in the case of professional service, but parallel to what has been found on recreational SNS. The perceived value approach brings a new perspective to SNS research and the robust empirical results verify the applicability of the individual-professional as well as the context-content scale of perceived value. The framework also shows substantial predictive capability which demonstrates its relevance for subsequent research