Integrating e-learning technologies into conventional teaching and learning in the school and higher education system with scarce resources: a case study of Mzuzu University

The main aim of this study was to investigate how secondary schools and tertiary education institutions in Malawi can sustainably integrate e-learning technologies into traditional teaching and learning environments. The study was conducted in Malawi at Mzuzu University (MZUNI) and four secondary schools within Mzuzu City. Data were collected in two phases. Phase-one was a baseline study of the status of technology at MZUNI and in four conveniently sampled secondary schools in Mzuzu City. The rationale for conducting the baseline study was to ascertain the status of e-learning before conducting the intervention study. This phase used self-administered questionnaires, focus group discussions (FDGs) and in-depth individual interviews as tools for gathering data. Phase Two was interventional in nature because the researcher tried to implement some solutions which were observed during baseline study. This study used a longitudinal qualitative research approach. A mixed methods approach was used because the nature of the research questions required the use of different data gathering strategies. Study findings revealed that educational institutions that have limited resources can integrate technology in education by using resources they have. This study discovered that the following five media were sustainable and the most used technologies: The Internet, Facebook, memory sticks, personal computers and ordinary cell phones. Furthermore, challenges that institutions are likely to face when implementing technology integration included: intermittent electrical power supply; lack of resources for e-learning; resistance to use recorded e-resources; challenges with e-module production and using WhatsApp for educational purposes. The study recommends the following strategies to ensure that electronic technologies are integrated into the teaching and learning environment: MZUNI and other institutions which have limited resources for teaching and learning purposes should integrate technology in education using the most ubiquitous teaching and learning resources around them by making use of the Teaching and Learning Using Locally Available Resources (TALULAR) concept instead of solely relying on proprietary resources

An Analysis of Information Technology (IT) Post-Adoption Behavior

The primary focus of this research is explicating the role of emotion in IT post-adoption behavior. Studied in the context of intelligent personal assistants (IPA), a class of conversational artificial intelligence (AI), the first study integrates elements from computer science, communications, and IS disciplines. The research identifies two constructs vital for speech-based technologies, natural language understanding, and feedback, and examines their role in use decisions. This work provides guidance to practice on how best to allocate R&D investments in conversational AI. The second essay examines the IT continuance through the theoretical lens of the expectation-confirmation model (ECM), incorportating cognitive and emotional satisfaction into the ECM framework. Empirical testing of the model suggests that it offers additional clarity on IT continuance phenomena and provides a significant improvement to the explanatory power of ECM in the context of an emerging technology. The third essay is one of the earliest efforts to conceptualize and test a theoretical model that considers emotional attachment in IT continuance behavior. This essay develops a novel model to investigate this phenomenon based on emotional attachment theory, and empirically validates the proposed model in the context of conversational artificial intelligence systems. While the existing theories of IT continuance focus on purely rational, goal-oriented factors, this study incorporates non-cognitive aspects by including the emotional consequences of IT continuance and offers evidence that attachment can exist even in the absence of cognitive factors

Supporting student experience management with learning analytics in the UK higher education sector

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyWhile some UK Higher Education Institutes (HEIs) are very successful at harnessing the benefits of Learning Analytics, many others are not actually engaged in making effective use of it. There is a knowledge gap concerning understanding how Learning Analytics is being used and what the impacts are in UK HEIs. This study addresses this gap. More specifically, this study attempts to understand the challenges in utilising data effectively for student experience management (SEM) in the era of Big Data and Learning Analytics; to examine how Learning Analytics is being used for SEM; to identify the key factors affecting the use and impact of Learning Analytics; and to provide a systematic overview on the use and impact of Learning Analytics on SEM in HEIs by developing a conceptual framework. To achieve the research objectives, a qualitative research method is used. The data collection process firstly involves an exploratory case study in a UK university to gain a preliminary insight into the current status on the use of Big Data and Learning Analytics and their impact, and to determine the main focuses for the main study. The research then undertakes an extensive main study involving 30 semi-structured interviews with participants in different UK universities to develop more in-depth knowledge and to present systematically the key findings using a theoretical framework underpinned by relevant theories. Based on the evidence collected from the exploratory case study and interviews, the study identifies the key challenges in utilising data and Learning Analytics in the era of Big Data. These include issues related to data quality, data consistency, data reliability, data analysis, data integration, data and information overload, lack of data, information availability and problems with systems. A series of critical factors affecting the use of Learning Analytics is emerged and mapped out from a technology-organisation-environment-people (TOE+P) perspective. The technology-related factors include Usability, Affordability, Complexity and System integration. The organisation-related factors cover Resource, Data Driven Culture, Senior management support and Strategic IT alignment. The environment-related factors include Competitive pressure, Regulatory environment and External support. Most importantly, the findings emphasise the importance of the people-related factor in addition to TOE factors. The people-related factors include People’s engagement with using data and Learning Analytics, People’s awareness of Data Protection and Privacy and Digital Literacy. The impacts of the Learning Analytics are also identified and analysed using organisational absorptive capacity theory. The findings are integrated in the final theoretical framework and demonstrate that the HEIs’ capabilities in terms of data acquisition, assimilation, transformation and exploitation supported by Learning Analytics enable them to improve student experience management. This study makes new contributions to research and theory by providing a theoretical framework on understanding the use and impact of Learning Analytics in UK HEIs. It also makes important practical contributions by offering valuable guidelines to HEI managers and policy makers on understanding the value of Learning Analytics and know how to maximise the impact of Big Data and Learning Analytics in their organisations

The Effect of Perceived Innovativeness of Student Response Systems (SRSs) on Classroom Engagement

Students’ engagement in classes, especially in the large classes, is a challenge. Information technology (IT) is changing the way of learning in a classroom and use of IT in the education sector has significantly improved effective teaching and the learning process. Student response systems (SRSs) are one of such technologies that can enhance students’ engagement in the classroom environment. The purpose of this study is to understand how SRSs affect students’ motivation to engage in classroom activities. We hypothesized that innovativeness of SRSs, enjoyment and attitude toward SRSs can enhance students’ engagement in classrooms. We will empirically test the hypotheses. The study will help IS researchers and instructors to understand better how students’ engagement in the classroom environment can be augmented using SRSs. The findings of this study will also help in technological solution of SRSs. \ \ Keywords \ Student response systems, theory of innovation diffusion, engagement intention, classroom environment