Examining the Role of Trust in Virtual Environment for Knowledge Exchange: A Study on Pakistani Universities

The rationale behind conducting this study is to investigate the influence of Performance Expectancy on user ICT use Behavior for Knowledge Exchange. And inorder to examine this relationship trust and intention were proposed and tested as mediating variables. In addition, previous researchers merely focused on knowledge sharing behavior, ignoring the fact that to make an “exchange relationship successful” it is important to examine whether ICT supports users in getting knowledge or not. Hence to obtain these objectives, two longitudinal field studies were conducted at two different time-periods. Study-1 reported 150 usable questionnaires to address ICT use Behavior for knowledge sharing behavior whereas Study-2 reported 350 usable questionnaires to address ICT use Behavior for knowledge seeking. The analysis of the data revealed full serial mediation in both the studies. Moreover, all the individual links also depicted positive and significant relationships. Keywords: Performance Expectancy, Trust, Intention, Knowledge Exchange, ICT, Behavio

E-Learning

Technology development, mainly for telecommunications and computer systems, was a key factor for the interactivity and, thus, for the expansion of e-learning. This book is divided into two parts, presenting some proposals to deal with e-learning challenges, opening up a way of learning about and discussing new methodologies to increase the interaction level of classes and implementing technical tools for helping students to make better use of e-learning resources. In the first part, the reader may find chapters mentioning the required infrastructure for e-learning models and processes, organizational practices, suggestions, implementation of methods for assessing results, and case studies focused on pedagogical aspects that can be applied generically in different environments. The second part is related to tools that can be adopted by users such as graphical tools for engineering, mobile phone networks, and techniques to build robots, among others. Moreover, part two includes some chapters dedicated specifically to e-learning areas like engineering and architecture

An Information Systems Design Theory for E-learning

This thesis seeks to offer an answer to the problem of how to design, implement and support information systems that effectively and efficiently support e-learning within universities. This problem is increasingly prevalent and important to the operation of universities. It is also a problem where existing solutions are limited in terms of variety, quality and explicit theoretical guidance. This thesis formulates a specific Information Systems Design Theory (ISDT) “An Information Systems Design Theory for Emergent University E-learning Systems“ as one answer to this problem. The ISDT is formulated using an iterative action research cycle that encompasses the design, support and evolution of the Webfuse information system at Central Queensland University (CQU) from 1996 through 2009. The Webfuse system was used by tens of thousands of staff and students. It is the knowledge gained through this experience that, in two separate stages, is used to formulate design theory. The final ISDT recognises that diversity and rapid on-going change are for a number of reasons, the key characteristics of e-learning within universities. Consequently, the ISDT specifies both process and product models that aim to enable the e-learning information systems to be emergent. In particular the ISDT proposes that emergent e-learning information systems will encourage and enable greater levels of e-learning adoption in terms of quantity, quality and diversity; as well as providing a level of differentiation and competitive advantage for the institution. This thesis makes two additional contributions. First, the Ps Framework is developed and used to analyse the current, dominant practice of providing elearning information systems within universities. The resulting analysis reveals a significant mismatch between the requirements of e-learning within universities and the characteristics of the product and process models used by the dominant approach to supporting e-learning within universities. It is this mismatch that the ISDT seeks to address. Second, is the formulation of an alternate method for specifying the components of an ISDT. This alternate specification arose from difficulties faced with using existing ISDT specifications