Pursuing Digital Learning Platform Success: A Meta-Analytic Investigation of User and Cultural Contingencies

Digital learning platforms (DLPs) have emerged as highly effective tools to meet contemporary organizations’ learning and knowledge-creation needs. Advanced information and communication technologies (ICT) embedded in these platforms create mobile learning workspaces that deliver ubiquitous yet targeted learning experiences. Scholars have shown a keen interest in assessing the success of DLPs, but most studies have examined only a specific aspect of DLP success. Current findings also show inconsistencies and contradictions that confound our understanding of this important topic. As a result, an integrated and accurate understanding of DLP success is missing. In this paper, we adopt rigorous meta-analytic procedures to consolidate extant findings and reconcile inconsistencies in our understanding of DLP success. Additionally, we extend our meta-analyses to investigate the contingency effects of two moderating variables—user context and cultural context. The results provide a more comprehensive and accurate understanding of DLP success. Our study contributes to the literature by extending the theory on DLPs and information systems (IS) success and by providing insightful recommendations for practitioners

Determinants Affecting Art Major Undergraduates’ Satisfaction and Continuance Intention to Use E-Learning in Chongqing, China

Purpose: The pandemic has diminished in-person learning and tends to prolong the use of e-learning. This study aims to analyze the significant determinants that affect undergraduate students in art majors of their continuance intention in e-learning at Chongqing University of Arts and Sciences of China. The research framework interconnected the key variables, which included information quality, system quality, service quality, perceived usefulness, perceived ease of use, satisfaction, and continuance intention. Research design, data, and methodology: This quantitative research approach with 476 respondents distributed the in-person and online questionnaire to undergraduate students. To gather the quantitative data for this study, non-probability sampling approaches were employed. For quantitative analysis, the Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were conducted, which encompassed goodness of model fits, the associated validity and reliability evaluation. Results: The results show that perceived usefulness has the greatest effect on satisfaction. Information quality, system quality, service quality, perceived usefulness significantly affect satisfaction. Furthermore, satisfaction significantly affects continuance intention. All the assumptions have been substantiated to accomplish the investigation objective. Conclusions: Educational faculty directors at public institutions should examine the fundamental contributions to the current e-learning implementation approach to promote art major undergraduates’ learning satisfaction and continuance intention

The continuous intention to use e-learning, from two different perspectives

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously

TAM EXTENSION IN E-LEARNING SYSTEM APPLICABLE IN PRIVATE UNIVERSITIES IN LEBANON

The paper’s purpose is to investigate the influence of selected elements (Accessibility, personal innovativeness (PI), resistance to change, facilitating conditions, perceived usefulness (PU), perceived ease of use (PEOU), attitude) on university students’ to intend e-learning usage. The objective of this paper is to advance a conceptual framework to analyze and to recognize the intention of students to use e-learning in Lebanese private universities. The collection of the data was from 444 private universities students in Lebanon. The SEM analysis had been used to evaluate the influence of these components to intend e-learning system. The results stated that relationships between accessibility on perceived usefulness are not accepted. Furthermore, the associations between (PI) and PEOU are also not accepted. However, all other relationships are accepted in the framework model. Finally, results discussed then conclusions and future research are presente

Investigating a theoretical framework for e-learning technology acceptance

E-learning has gained recognition and fame in delivering and distributing educational resources, and the same has become possible with the occurrence of Internet and Web technologies. The research seeks to determine the factors that influence students' acceptance of E-learning and to find out the way these factors determine the students' intention to employ E-learning. A theoretical framework was developed based on the technology acceptance model (TAM). To obtain information from the 270 university students who utilized the E-learning system, a questionnaire was formulated. The results revealed that “social influence, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use” are the strongest and most important predictors in the intention of and students towards E-learning systems. The outcomes offer practical implications for practitioners, lawmakers, and developers in effective E-learning systems implementation to improve ongoing interests and activities of university students in a virtual E-learning atmosphere, valuable recommendations for E-learning practices are given by the research findings, and these may turn out to be as guidelines for the efficient design of E-learning systems

FACTORS INFLUENCING STUDENT’S INTENTION TO USE E-LEARNING SERVICES: AN APPLIED STUDY ON LEBANESE PRIVATE UNIVERSITIES

The study’s purpose is to investigate the impact of selected factors (Computer self-efficacy (CSE), subjective norms (SN), perceived enjoyment (PE), perceived usefulness (PU), perceived ease of use (PEOU), attitude) on university students’ intention to use e-learning. The objective of this paper is to advance a conceptual framework to better understand the factors that could affect the intention of students to use e-learning in Lebanese universities. The collection of the data was from 444 private universities students in Lebanon. The SEM analysis had been used to assess the influence of these components to intend e-learning system. All proposed relationships are accepted in the framework expected the relationships between Computer self-efficacy (CSE) and subjective norms (SN) on perceived usefulness are rejected. In addition, relationships between subjective norms and perceived enjoyment on perceived ease of use (PEOU) are rejected. Finally, results are discussed then conclusions and future research are presented

Developing a pedagogical framework for blended distance learning at the National University of Lesotho

Amid the global enthusiasm for adoption and implementation of blended learning, innovations in higher learning institutions in sub-Saharan Africa and other developing countries are reported as less successful and unsustainable. The identified challenges include, among others, the limited Information and Communication Technology (ICT) infrastructure, inadequate policies, adoption of blended learning models not suited to educational contexts, and innovations that are not aligned to the institutional goals. This action research (AR) adapted Graham, Woodfield and Harrison’s (2013) framework for institutional adoption and implementation of blended learning to design and develop a contextually-relevant adoption strategy for Open and Distance Learning programmes of the National University of Lesotho (NUL). Using the qualitative and quantitative research instruments in this parallel convergent mixed methods research design, participants were selected from the key ICT and education stakeholders in Lesotho to explore the existing national and institutional ICT strategy, structure, support and technology experiences of the tutors and learners. The samples respondents were selected at the national level (5), at the secondary schools (3), the members of the NUL Management Team (3), the NUL senior administrators (3), the NUL IT specialists (2), 30 tutors and 209 learners across the three AR research cycles of this study. Given the identified challenges of inadequate ICT strategy, structure, support as well as technology experiences of the tutors and learners, this study concluded that a contextually-relevant blended distance learning model for NUL should comprise face-to-face, print-based and online instruction. The key contributions to the new knowledge derived from this research include an adapted blended learning adoption framework (Graham, Woodfield, and Harrison, 2013) which adds the tutors and learners to the markers of progress in the transition from the traditional pedagogy to a technology-based pedagogy and a methodological approach which incorporates Piggot-Irvine's (2002) spin-off cycles into Elliott's (1991) action research model for a deeper understanding of the researched educational context. The study recommends the ICT and education policy development or review at the national and the institutional levels in Lesotho and other developing countries as well as a further exploration of the frameworks proposed in this study