An Exploratory Study of Personalization and Learning Systems Continuance

Learning systems are widely adopted by institutions worldwide in the new millennium. The challenge on utilization of learning systems is switched from users’ pre-acceptance behaviours (whether they are likely to adopt learning systems) to post-acceptance behaviours (whether they will continue to use the learning systems). It is commonly expected that successfully adopted learning systems that have, at one time, been perceived as being useful and easy to use would likely achieve a high rate of user continuance. However, reality can be different as user continuance is often not as high as expected. The continuance of learning systems draws our attention because the investment in institutionalizing a learning system is huge. There is also a theoretical gap between technology acceptance and system continuance for which continuance behaviour cannot be explained by traditional technology acceptance models. This study extends a post-adoption model on habit and IS continuance to investigate the effect of personalization (which includes personal content management, personal time management and privacy control) on learning system continuance. Empirical results suggest that personalization has a positive influence on perceived usefulness and habit, but does not directly influence continuance intention

A Multi-Dimensional Measurement Model for Assessing the Pre-Adoption of Open Learner Models in Technology-Mediated Teaching and Learning: A Pilot Study

Visualizing learners’ information through the development of open learner models for improving the effectiveness of teaching and learning has attracted much attention in technology-mediated learning. There is, however, a lack of research in exploring the acceptance of open learner models in the pre-adoption of this model. This paper develops a multi-dimensional measurement model for assessing the pre-adoption of open learner models from the learners’ perspective. A pilot study is carried out to confirm the reliability and validity of the measurement model based on the data collected from 300 respondents using an online survey distributed in a higher education institution in Malaysia. This model provides a useful set of guidelines for educational institutions in developing efficient and effective policies to promote the adoption of open learner models in technology-mediated learning towards improving the performance of technology-mediated teaching and learning

The Role of Perceived System Quality as Educators’ Motivation to Continue E-learning System Use

This study incorporates perceived system quality into the original expectation-confirmation based information system continuance model in order to investigate the role of perceived system quality in users’ motivation to continue e-learning system use. Our proposed model was tested among university educators (n = 175) who use the popular open-source e-learning system, Moodle. The results reveal that perceived usefulness, confirmation of initial expectations, and perceived system quality significantly affected educators’ satisfaction. In addition, perceived usefulness and satisfaction significantly affected continuance intention. Unexpectedly, no direct association between perceived system quality and continuance intention was found. The determinants of continuance intention explain around 64% of its total variance. The paper finishes with conclusions and implications for future research and practice

An Empirical Study of Civil Servants’ Lifelong E-Learning Continuance Intention

E-learning is an effective way for job-training and continuous education. In recognizing the need for civil servants to embrace the lifelong learning to sustain competitiveness, many countries around the world have created policies to develop e-learning. This study is focus on civil servants’ e-learning continuance intention and through e-learning experience to achieve lifelong learning. Based on Information system (IS) success model proposed by Seddon (1997) and adding organizational factors (Incentive, Supervisor Support, and Technical Support) to survey civil servants’ e-learning behaviour. The sample for the study was taken from the civil servants in Taiwan who have the experience of using the lifelong e-learning websites. The results also support Seddon’s IS success model. Finally, the implications and limitations of the study are discussed

The Determinants of the Post-Adoption Satisfaction of Educators with an E-Learning System

This paper examines factors that influence the post-adoption satisfaction of educators with e-learning systems. Based on the expectation-confirmation framework, we propose a research model that demonstrates how post-adoption beliefs affect post-adoption satisfaction. The model was tested at a university by educators (n = 175) who use an e-learning platform to conduct their teaching. The results suggest that post-adoption satisfaction is driven by confirmation, perceived system quality, perceived usefulness, perceived work compatibility and perceived support. These core determinants of satisfaction explained around 83% of the total variance of satisfaction in this study

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

A meta-analysis of the quantitative studies in continuance intention to use an information system

Franque, F. B., Oliveira, T., Tam, C., & Santini, F. D. O. (2021). A meta-analysis of the quantitative studies in continuance intention to use an information system. Internet Research, 31(1), 1-36. https://doi.org/10.1108/INTR-03-2019-0103Purpose: This study aims to describe, synthesise and clarify the findings of published studies on individual continuance intention to use an information system (IS), considering the fact that the number of studies in the continuance intention context are growing exponentially and cover several different subjects. Design/methodology/approach: The research uses meta- and weight analysis by taking 115 empirical studies from continuance intention to use an IS. The data are presented in different views using significant and non-significant relationships from all the studies. Furthermore, it uses hierarchical linear meta-analysis to analyse potential moderators that can influence continuance intention. Findings: The results reveal that affective commitment, attitude, satisfaction, hedonic value and flow are the best predictors of continuance intention to use an IS. Sample size, individualism, uncertainty avoidance and long-term orientation moderate the relationship of perceived usefulness on continuance intention. Power distance, masculinity and indulgence moderate relationship satisfaction on continuance intention. Practical implications: The results reveal that continuance intention to use an IS has been studied in different countries, with different cultures; therefore, IS providers should have diversified managing strategies, to ensure the satisfaction of users and long-term usage of their IS. Originality/value: The study provides a systematic overview of the most relevant variables used in the literature, including a temporal analysis of the theoretical models, highlighting the evolution of the constructs and presents a moderation analysis.authorsversionpublishe

What drives Success of Learning Management Systems in Sri Lanka: Student Perspective

Developments in Information technology has made rapid changes in the traditional teaching and learning methods in organizations, such as higher education institutions. This new method of teaching and learning is enabled mainly through Learning Management Systems. Issues in effective implementation and management of such systems have drawn the attention of many researchers. However, LMS success research still lacks particularly in the Sri Lankan higher education context. Hence, the purpose of this research was to examine the success of e-Learning systems in the Sri Lankan higher education context. The conceptual model was tested by fitting it to data collected from undergraduate students using learning management systems. This was the first study to test a multidimensional e-Learning systems success model (DeLone and McLean’s, 2003, IS success model) in the Sri Lankan context. Of the quality dimensions considered, quality of the information/content provided by the system was the most influential. Student satisfaction had the largest effect size on benefits to students. This study provides meaningful insights particularly relevant to e-Learning implementers in higher education in Sri Lanka

ICTE and E-Learning: The Case of Private Higher Education Institutions in Morocco

The objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researchThe objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researc

Factors Impacting Online Learning Usage during Covid-19 Pandemic Among Sophomores in Sichuan Private Universities

Purpose: This study aims to examine factors impacting online learning usage among students in Sichuan private universities, China. The variables used to construct the conceptual framework are perceived ease of use, perceived usefulness, information quality, system quality, service quality, attitude towards using, satisfaction, behavioral intention and actual use. Research design, data and methodology: The quantitative approach (n=500) was conducted via online questionnaire, using judgmental sampling, quota sampling and convenience sampling. Before processing the data collection, content validity was reserved by index of item objective congruence (IOC). Pilot study of 40 samples was approved by Cronbach’s Alpha reliability test. Afterwards, the data was analyzed in SPSS using descriptive statistics, confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: The results revealed that satisfaction had the strongest significant impact on behavioral intention, followed by perceived usefulness on attitude toward using, service quality on behavioral intention, behavioral intention on actual use, information quality on behavioral intention, perceived ease of use on attitude toward using and attitude toward using on behavioral intention. On the other hand, the relationship between system quality and behavioral intention was not significant. Conclusions: Academic practitioners were recommended to encourage online learning usage among students by developing better online learning system, technical support service and learning experience which led to successful adoption and learning effectiveness of students in higher education