FACTORS AFFECTING THE WILLINGNESS OF CHINESE USERS TO CONTINUE USING ONLINE EDUCATION PLATFORMS IN YUNNAN

This research examines the main factors such as platform system quality, course quality, and user interaction influencing users' continuous use intention on the online education platform from the user experience and perceived value perspective. Data was collected through the convenience approach via online survey questionnaires from 422 Yunnan respondents who had a prior online learning experience, including both elementary and higher education level courses, within the past year on an online education platform in China. Yunnan is located at the border of southwest China, where education is costly and inefficient. Data are tested against the research model by using structural equation modeling. The results indicate that user-perceived value will significantly impact users' willingness to continue using online education platforms. Furthermore, users' functional experience and emotional experience have a positive impact on perceived profit, while they have a negative effect on perceived loss. In addition, the quality of the platform system affects users' functional experience and emotional experiences. Besides, course quality, including timeliness, pertinence, authority, and1 Ed.D., Chinese Teacher, Stamford International University, Thailand. [email protected] Ph.D., Assistant Professor, Graduate School of Education, Stamford International University, Thailand. [email protected] Ed.D., Chinese Associate Professor, Stamford International University, Thailand. [email protected] MBA., Stamford International University, Thailand. [email protected] M.Ed., Stamford International University, Thailand. [email protected] M.Ed., Stamford International University, Thailand. [email protected] Ph.D., Lecturer, Stamford International University, Thailand. [email protected]: Human Sciences, ISSN 2586-9388, Vol.14 No.2 (Jul.-Dec. 2022)richness, positively affects users' functional experience and emotional experiences. And Interactions between students and teachers were also found in the study that has a positive influence on users' functional experience and emotional experiences

Exploring The Factors Influencing Student's Intention To Use Mobile Learning in Indonesia Higher Education

This study proposes to explore the key factors influencing the university students’ intention to use mobile learning system in Indonesia. For this purpose, four direct factors incorporated into the Unified Theory of Acceptance and Use Technology (UTAUT): performance expectancy, effort expectancy, external influence, quality of services and another additional factor — individual innovativeness were examined. The study is based on an online survey being conducted among 284 respondents. Exploratory factor analysis is performed at the beginning of the analysis to extract six factors (5 independents, one dependent) using IBM SPSS then tested confirmative factor analysis employed structural equation modeling. All five investigated factors (independent) are significantly influencing the intention of the student to use mobile learning (dependent). The result is also indicated that the UTAUT obtained two extra factors that are personal innovativeness and prior mobile social media experiences as a catalyst

Using the Values-Practice Framework to adopt lifetime optimising behaviours: the case of maintenance

The influence that consumers have on the lifespan of products has attracted increased attention in recent years. Studies have provided an overall understanding of the factors that influence consumer attitudes and behaviours towards product longevity, categorised around the physical properties of a product, and individual and societal characteristics. However, such studies do not yet adequately explain how people could adopt product lifetime optimising behaviours. To fill this gap, the paper analyses a range of studies on what influences product lifetimes, focusing on maintenance activities. It proposes the use of the Values-Practice framework derived from two theoretical positions, social psychology and social practice theory, to consider how to facilitate the adoption of lifetime optimising behaviours. To build this framework, it analyses studies that classify factors influencing attitudes and behaviours towards product lifetimes and then links these to the ‘meaning’, ‘competence’ and ‘material’ elements of practice. The framework could be used as a tool to aid designers under stand the different elements and factors that engage people in maintenance activities. The paper concludes by considering the research requirements for the future application of the framework

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed

A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education

Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology – regardless of learners’ geographical locations and timescale – to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors – enablers and barriers – affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using ‘Textword’ and ‘Thesaurus’ search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors – enablers and barriers – about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners’ motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective

Exploring the factors affecting the motivation for learning from the perspective of public health students: A qualitative study

Objective. Despite the significant role of motivation in achieving success among public health students, students often do not demonstrate adequate motivation for learning and education. This study was performed to determine factors affecting the motivation for learning from the perspective of public health students via content analysis approach. Methods. This qualitative study was conducted at Kurdistan University of Medical Sciences in Sanandaj, Iran in 2017. 15 students were included in the study by using purposive sampling. Data were collected through personal interviews, group discussions, and field notes, and they were analyzed through conventional content analysis. Several parameters were taken into account to support the accuracy and the strength of the data: acceptability, confirmability, and transferability. Results. Five categories were derived from the data analysis, including “University Policy”, “Health Status”, “Teacher’s Role”, “Student-Related Factors” and “University Facilities”. Attention to the health status and its priority in the opinion of people, authorities, and educational system were the most important factors involved in the students’ motivation for learning. Conclusions. To increase motivation for learning, students have diverse needs that should be met. Attention to the components of motivation for learning not only enhances academic achievement but also promotes the formation of health behaviors in the society

Quality assurance and e‐learning: blue skies and pragmatism

This paper considers the role of quality assurance in e‐learning; reflecting on the conditions necessary for successful e‐learning. It reviews some of the current international work on quality assurance in this area and goes on to consider the ways in which the quality of a process or activity can be assessed—focusing on the use of benchmarking and specification of standards

Community engagement: managers’ viewpoints

Managers are invaluable for their support of fieldwork placement for social work students. This chapter examines factors that influence managers’ decision-making towards student placement provision, a role which has traditionally been overlooked in the literature. Understandings were gained from fifteen non-statutory managers gathered in a qualitative study in New Zealand. Māori and non-Māori managers were interviewed twice, with a three month interval between data gathering. Four themes of organisational, cultural, student and relational factors are considered for their influence on provision. Findings suggest the importance of student quality and their ability to make connections with local indigenous communities and reciprocity in relationships between educational institutions and social service agencies

Nursing and midwifery students' encounters with poor clinical practice:a systematic review

The aim of this paper was to systematically review evidence about nursing and midwifery students’ encounters with poor clinical care.We undertook a systematic review of English language empirical research using multiple databases from inception to April 2016. Hand searching was also undertaken. Included papers contained accounts of empirical research which reported on students’ encounters with poor care. These were quality-assessed, information was extracted into tables, and study results were synthesized using thematic analysis.N=14 papers met inclusion criteria; study quality was moderate to good. Study synthesis revealed four themes: i) encounters with poor practice: students encounter poor practice that is likely to be worthy of professional sanction; ii) while intention to report is high in hypothetical scenarios, this appears not always to translate to actual practice; iii) a range of influencing factors impact the likelihood of reporting; iv) the consequences of encountering and subsequently reporting poor practice appeared to have a lasting effect on students.Research is required to determine the frequency and nature of students' encounters with poor care, when and where they encounter it, how to increase the likelihood that they will report it, and how they can be supported in doing so