Mobile Devices to Bridge the Gap in VET: Ease of Use and Usefulness as Indicators for Their Acceptance

In the dual-track Vocational Education and Training (VET) system, apprentices gain experiences in different learning locations (i.e. workplace and school) but the bridges between these experiences are difficult to construct. Mobile devices could help to promote connectivity across learning contexts, provided they are accepted by the various persons and institutions involved. Ease of use and usefulness, here interpreted as the main elements of usability in the large, are indicators of the acceptance of mobiles. We involved apprentices from three different professional fields – cooks, pastry cooks and car mechanics – and two different mobile devices – headband cameras and smartphones. These devices served to capture visual material on professional situations lived at the workplace. Different software applications were then used to allow such material to be brought to school and discussed with teachers and classmates or shared with supervisors at work. To evaluate the usability of such tools we used a five-section questionnaire mainly based on the TAM and UTATUT model, which had been adequately adapted to the peculiarity of the VET system. Results confirm the feasibility of the approach and the usability of both tools: no significant difference is shown, neither between the two devices in the same field, nor between the different professions with respect to the same device. These results underline the potential of mobile devices to foster connectivity between learning locations in VET

Intention to use mobile coupon among millennials consumer in UUM

Mobile marketing platform (such as mobile purchase and mobile coupon) relatively new in Malaysia, as compared to other Southeast Asia countries. Hence, little is known on how millennials perceived and behave towards mobile coupon. Guided with UTAUT model, the purpose of this research is to examine the relationship between performance expectancy, effort expectancy, social influence, facilitating conditions and intention to use mobile coupon among millennials consumer in UUM. Product awareness is introduced as a mediator variable in the UTAUT model. The survey of 314 millennials analyzed by using SmartPLS indicated that the model is well accepted with reliable and valid instruments. The findings showed that performance expectancy, effort expectancy, social influence and facilitating conditions have significant relationship with intention to use. However, social influence was found to has a negative relationship towards intention to use. Besides, effort expectancy, social influence and facilitating conditions have significant relationship towards product awareness. Using sample of the study, product awareness mediates the relationship between performance expectancy and effort expectancy. Both theoretical and practical contributions of the study also discussed at the end of the thesis

Examining Factors Determining the Behavioral Intention to Use Mobile Learning Systems in Higher Education: An Integrative Framework during the COVID-19 Pandemic

This paper explores mobile learning (m-learning) acceptance and use through integrating UTAUT and IS success models to examine whether quality factors (including “Information Quality,” “System Quality” and “Service Quality”) and behavioral factors (including “Performance Expectancy,” “Social Influence” and “Facilitating Conditions”) predict students’ satisfaction and their intention to use m-learning systems. Data were collected through surveys from a total of 383 higher education male and female students in the United Arab Emirates (UAE). Structural equation modelling and path analysis were employed to test the proposed research model, showing that “Information Quality,” “System Quality,” “Service Quality,” “Performance Expectancy,” “Social Influence,” “Facilitating Conditions,” and “Satisfaction” determined students’ intentions to use m-learning. “Satisfaction” was the most important antecedent of user behavior with m-learning, and “Performance Expectancy” was found to have the highest effect on “Satisfaction.” The study’s contribution to the advancement of m-learning acceptance and usage is connected to the theory and practice

Virtual Social Network characterization: reference framework for a comparative analysis

Although social network, social media, social networking site, online game and online community are all terms found in the literature, do they actually refer to radically different environments? The paper proposes a generic definition for Virtual Social Networks (VSNs) and it identifies the environments\u27 five essential dimensions. Thanks to a simple reference framework it becomes possible to compare the research work on the different environments and their varied theoretical approaches. The paper is based on both the literature and original research

A Causal Comparative Analysis of Leveraging the Business Analytical Capabilities and the Value and Competitive Advantages of Mid-level Professionals Within Higher Education

The purpose of this quantitative causal-comparative study is an empirical examination of the differences in business intelligence capability and the value and competitive advantage of mid-level higher education academia professionals from community colleges, four-year public, and four-year private institutions within the United States. Institutions of higher education have an overabundant amount of student data that is often inaccessible and underutilized. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Management Information Systems/Decision Support Systems theory, using two-way ANOVA analysis, this research examined factors to understand the mastery of readiness for mid-level professionals in higher education institutions to embrace digital technologies and resources to develop a culture of digital transformation. This study applied the Business Analytics Capability Assessment survey responses from 176 mid-level higher education professionals, from community colleges, four-year private, and four-year public institutions, to understand how higher education professionals use Business Intelligence Analytics (BIA) and Big Data (BD) to improve the organization, operational business decisions, and data management strategies to provide actionable insights. This study found no significance between the type of institution that has business intelligence capability and the value and competitive advantage. A significant difference with a medium effect was identified between the Business Analytics Capability and the Value and Competitive Advantage for mid-level professionals who do and do not utilize BIA and BD resources. Therefore, this study calls for future research to understand how successful institutions have implemented BIA and BD tools and how higher education is shaped on a macro level

E-Learning culture : operationalization of a systemic model to support ICT-Integration in pre-service teacher trainers’ practice

Le développement professionnel des enseignants a longtemps été identifié comme essentiel à la réussite de l'adoption des TIC en éducation (BECTA, 2009). Des programmes de formation efficaces sur les TIC pour le développement professionnel des futurs enseignants devraient veiller à ce que, une fois diplômés, les enseignants aient les compétences et les connaissances nécessaires pour utiliser efficacement les TIC dans les salles de classe non seulement en raison de la nécessité pour les enfants de développer des compétences qui leur permettront de bien se débrouiller dans la société moderne (UNESCO, 2011; Dede, 2014), mais aussi, en raison de la valeur potentielle de ces technologies comme outils d'apprentissage (Gill and Dalgarno, 2008). Les TIC sont donc, devenues des incontournables pour les enseignants et les apprenants dans le contexte de la société du savoir. Cependant, lorsqu’on regarde leurs usages et leurs impacts on n’est pas satisfait après tout ce qui a été investi en termes de formation, argent, équipement, etc. Une des causes semble être la formation des enseignants, notamment dans son contenu et dans les stratégies de formation adoptée (Villeneuve, et al. 2012). Nous avons développé une intervention de formation pour rendre opérationnel le modèle IntersTICES (Peraya and Viens, 2005) et aider les formateurs d'enseignants intégrer les TIC dans leur pratique d'enseignement. Cette opérationnalisation impliquant les enseignants travaillant dans le programme de formation initiale des maîtres à l'Université de Montréal, a mis en perspective l'importance de la culture e-learning des formateurs d'enseignants, de l’accompagnement, et des interventions de suivi pour les activités, y compris l'utilisation pédagogique des TIC. La recherche a porté sur l'analyse de l'impact de l'intervention de formation sur la culture e-learning de participants, ainsi que sur leur intention d'adopter et d'utiliser les TIC dans leurs cours. Les résultats suggèrent que l’opérationnalisation du modèle IntersTICES via une intervention de formation de type IntersTICES, peut fournir les formateurs des formateurs une occasion de réflexion et de sensibilisation sur leurs représentations personnelles concernant tous les aspects de leur culture e-learning. De plus, cette opérationnalisation a aidé les formateurs des formateurs à prendre conscience de l'impact que leur culture e-learning a sur leur pratique tout au long et à n’importe quel stade du développement et de la mise en œuvre de leur activité choisie intégrant les TIC.In today's knowledge society, ICT has become essential for teachers and learners (BECTA, 2009) not only because of the need for children to acquire and develop skills that will help them grow as collaborative, problem-solving, creative learners (UNESCO, 2011; Dede, 2014), but also because of the potential value of such technologies as tools for learning (Gill and Dalgarno, 2008). However, when looking at the current educational ICT uses reported by research conducted with teachers and students, (Karsenti and Lira, 2010; Villeneuve et al., 2012) and the low impact observed on learning - despite the substantial investment in equipment and material -we can only question the possible reasons for such a situation. One of the causes identified in the literature is teacher training, especially in its content and the training strategies adopted by teacher educators (Angeli, 2009; Enochson, and Rizza, 2009). We developed a training intervention to operationalize the IntersTICES model (Peraya and Viens 2005) and help teacher trainers integrate ICT in their teaching practice. This operationalization involving teachers working in the teacher training program at Université de Montreal, put into perspective the importance of teacher trainers’ e-learning culture, personal support and follow-up interventions for activities including pedagogical use of ICT. The research focused on analyzing the impact of the training intervention on participants’ e-learning culture, as well as on their intention to adopt and use ICT in their courses. Findings suggest that the operationalization of the IntersTICES model via an interactive training intervention, can provide teacher trainers with an opportunity for reflection and awareness about their personal representations regarding every aspect of their e-learning culture. Furthermore, it helped teacher trainers becoming aware of the impact their e-learning culture has on their practice throughout and at any stage of the development and implementation of their chosen activity integrating ICT

New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape

Modern technological innovations are constantly seen throughout every aspect of life, and higher education is no exception. To this end, this article sheds some light on the types of and pedagogical value of new media adopted by academics to promote self-directed learning at the University of South Africa. The study answers the following questions: Which new media approaches have been adopted by academics to enhance self-directed learning? What is the pedagogical value of new media in an ODL environment? A qualitative approach was employed and data was collected through face-to-face interviews with 30 purposively selected Unisa academics. The Unified Theory of Acceptance and Use of Technology model was found relevant to this study. Thematic categorisation was employed for data analysis. The findings depict that a variety of new media have been adopted to promote self-directed learning at Unisa. The study also found that new media are playing a pivotal role in promoting self-directed learning in an ODL landscape. It is therefore important to note that new media have emerged as strong catalysts in fostering pedagogical transformation.College of EducationM. Ed (Open and Distance Learning

Of Incentive, Bias, and Behaviour: An Empirical Economic Investigation into Project Delivery Constructs Influencing the Adoption of Building Information Modelling

Building Information Modelling (BIM) is a collaborative construction platform allowing for digital databases, real-time change management, and a high degree of information reuse catalysing increased quality of work, enhanced productivity, and lower costs. Yet, overall adoption rates within industry remain vexingly low. Integrated Project Delivery (IPD) is currently the only contractual incentive vehicle available for BIM, and indeed the full potential of both are only realised when employed together; even so, uptake rates of IPD exist even lower. In response, this research evaluates hitherto ill-explored factors influencing the adoption of BIM by empirically testing hypotheses related to the impacts of three compounding theories upon the BIM decision calculus. Specifically, the incentive theory, the theory of acceptance and use of technology (UTAUT), and the status quo bias model. The research approaches BIM adoption holistically at the organizational, individual, transactional, and behavioural levels through a mixed design combining five quantitative, cross-sectional, questionnaire-based studies and one interview-based pre-test/post-test case study with sample populations including a Fortune 100 contractor, internationally renowned trade groups, and arguably the most progressive municipal construction client in the world. Data was collected using purposive sampling and analysed quantitatively through Structural Equation Modelling (SEM) and qualitatively with Directed Content Analysis (DCA). Primary conclusions are that BIM decisions are hierarchical; BIM adoption involves a general higher-level decision-making requiring stakeholders’ consensus; BIM utilization involves a specific lower-level decision-making with managerial discretion; economic incentives and competitive pressure influence higher-level decisions; non-economic factors influence lower-level decisions but are moderated by organizations’ type and size; organizations’ size and the degree of managerial discretion are inversely related; strength of the effects vary across and within the three theory-based factors that influence BIM adoption; and the effects of leadership and organizational culture remain unaccounted for and require investigation

Ensino/aprendizagem num novo contexto tecnológico: um estudo no âmbito do ensino superior

Today’s students of higher education are considered digital natives. They have a wide array of technologies at their disposal that are used in their day-to-day lives in very different contexts; including recreation, work and academic. This scenario promotes a change of culture by the main actors associated with the Teaching/Learning process. This prompted the development of the present thesis which aims to evaluate the degree of use and acceptance of technologies supporting the Teaching/Learning process in Higher Education Institutions (HEI). The methodology used when conducting this study was based initially on a review of the specialized literature, identifying the three main technological generations supporting the Teaching/Learning process: Learning Management Systems (LMS), Web 2.0 technologies and Massive Open Online Courses (MOOCs). Subsequently, the technologies recognized as the most relevant within each of these generations have been the subject of (i) a systematic literature review, (ii) a content analysis elaborated on the platforms/technologies used in international Higher Education Institutions, and (iii) an empirical work conducted at a Portuguese Higher Education Institution. Concerning the latter, an understanding of the behavior of the two main players involved in the Teaching/Learning process (students and teachers) was particularly sought after. Therefore, studies were conducted on (i) the students’ use of the main technologies, (ii) the students’ acceptance of some of these technologies in the context of Teaching/Learning and (iii) the use and acceptance of the technologies by teachers. The results indicated that the Moodle platform is the LMS most used in Higher Education Institutions. In this context, the platform is mostly used as a content repository and a communication channel. As for Web 2.0, Video Sharing, Social Networks and Wikis were proven to be the technologies most used by students and teachers. The results also revealed that the technologies in question are well accepted by both parties, thus showing that their adoption could benefit the Teaching/Learning process in the new technological paradigm. Regarding the MOOCs, few teachers showed knowledge of the concept and no teachers who had created these type of courses were identified. This study resulted in the development of seven scientific works with peer review, being five scientific papers published or submitted to international scientific journals and two chapters published in international books. These scientific works constitute an integral part of this doctoral thesis.Atualmente, os estudantes do ensino superior são considerados nativos digitais, tendo à sua disposição um conjunto abrangente de tecnologias que utilizam no seu dia a dia nos mais diversos contextos, incluindo o de lazer, de trabalho e académico. Este cenário promove uma mudança de cultura por parte dos principais atores associados ao processo de Ensino/Aprendizagem, o que motivou o desenvolvimento da presente tese que tem por objetivo avaliar o grau de utilização e de aceitação das tecnologias de suporte ao processo Ensino/Aprendizagem nas Instituições de Ensino Superior (IES). A metodologia utilizada na condução deste estudo, baseou-se inicialmente numa revisão da literatura especializada, tendo-se identificado as três principais gerações tecnológicas de suporte ao processo Ensino/Aprendizagem, mais especificamente os Learning Management Systems (LSM), as tecnologias Web 2.0 e os Massive Open Online Courses (MOOCs). Seguidamente, as tecnologias reconhecidas como as mais relevantes no âmbito de cada uma destas gerações foram alvo de revisão sistemática da literatura, de análise de conteúdo elaborada sobre as plataformas/tecnologias utilizadas em Instituições de Ensino Superior de referência a nível internacional, e de trabalhos empíricos conduzidos numa Instituição de Ensino Superior Portuguesa. Em particular, no que se refere a estes últimos, procurou-se perceber o comportamento relativo à adoção das tecnologias por parte dos dois principais intervenientes no processo Ensino/Aprendizagem, i.e., estudantes e professores. Desta forma, foram conduzidos estudos acerca (i) da utilização, por parte dos estudantes, das principais tecnologias, (ii) da aceitação, por parte dos estudantes, de algumas dessas tecnologias em contexto Ensino/Aprendizagem e (iii) da utilização e aceitação das tecnologias por parte dos professores. Os resultados apontaram para o facto de a plataforma Moodle representar o LMS mais utilizado no Ensino Superior sendo, no contexto do caso analisado, utilizado maioritariamente como repositório de conteúdos e canal de comunicação. No que se refere à Web 2.0, o Video Sharing, as Redes Sociais e as Wikis revelaram-se como as tecnologias mais utilizadas pelos estudantes e pelos professores. Os resultados revelaram, ainda, que as tecnologias em causa são bem aceites, tanto por parte dos estudantes como dos professores, evidenciando, assim, que a sua adoção poderá beneficiar o processo Ensino/Aprendizagem no paradigma tecnológico. Já no que diz respeito às MOOCs, poucos professores evidenciaram conhecer o conceito, não se tendo identificado professores que tivessem criado este tipo de cursos. Este estudo traduziu-se na elaboração de sete trabalhos científicos com revisão por pares, dos quais cinco artigos publicados/submetidos a revistas científicas internacionais e dois capítulos publicados de livros internacionais, que aqui se apresentam e constituem parte integrante desta tese de doutoramento.Programa Doutoral em Engenharia e Gestão Industria