The Importance of Compatibility and Pressure on Intentions to Engage in Distance Learning

The study of factors that influence intentions to use information technology enabled innovations enjoys a long tradition in the information systems literature. Recently there have been calls for research that enhances our understanding of interrelationships among beliefs related to technology adoption. In addition, there has been recent interest in more closely examining specific beliefs, including perceived compatibility. In this study we use the context of distance learning to develop and test a model of use intentions. Our main focus is on two under-researched forces that may influence intentions, pressure and fit. Pressure pertains to the normative and institutional influences to engage in distance learning. Specifically, we examine how perceptions of subjective norm and voluntariness influence distance learning intentions. Compatibility concerns how well distance learning matches with the desires and past experiences of potential distance learners. We use Karahanna, Agarwal and Angst’s [2006] multi-dimensional conceptualization of compatibility to represent compatibility beliefs. We examine both the direct and indirect impact of these factors on distance learning intentions in a nomological network that includes other beliefs (relative advantage and ease of use) drawn from diffusion theory. Data from a survey indicate that compatibility with preferred work style and values have an impact on intentions, as do voluntariness beliefs. This study points out the importance of using a multidimensional view of compatibility. In addition, results related to voluntariness indicate that in largely volitional environments institutional pressures to adopt may actually lower use intentions

The After Times: College Students’ Desire to Continue with Distance Learning Post Pandemic

Distance learning, already a topic of interest among higher education administrators and faculty, took on new significance during the coronavirus disease of 2019 (COVID-19) pandemic when face-to-face classes worldwide abruptly shifted online. Many students who had never taken classes online had to either engage in distance learning or withdraw from their classes. An interesting question arises from this situation: will these students continue to take classes online when circumstances no longer require them to do so? In this paper, we investigate factors that may influence college students’ intentions to continue with distance learning once they no longer have to do so. We developed a model based on social cognitive theory and social cognitive career theory and tested it using data from surveying 525 college students who took distance learning classes. Results indicate that personal and environmental factors drive intentions to continue with distance learning through their impact on distance learning perceived performance and satisfaction. We discuss our findings’ implications for practice and future research

ONLINE CLASSES – WHO WILL WANT THEM

The objective of this study is to understand the factors that might encourage students to continue their studies online once such classes are no longer a requirement after the current pandemic. Based on our results, we aim to provide guidance to faculty and administrators so that they can create the best strategies moving forward

Double elevation: Autonomous weapons and the search for an irreducible law of war

What should be the role of law in response to the spread of artificial intelligence in war? Fuelled by both public and private investment, military technology is accelerating towards increasingly autonomous weapons, as well as the merging of humans and machines. Contrary to much of the contemporary debate, this is not a paradigm change; it is the intensification of a central feature in the relationship between technology and war: Double elevation, above one's enemy and above oneself. Elevation above one's enemy aspires to spatial, moral, and civilizational distance. Elevation above oneself reflects a belief in rational improvement that sees humanity as the cause of inhumanity and de-humanization as our best chance for humanization. The distance of double elevation is served by the mechanization of judgement. To the extent that judgement is seen as reducible to algorithm, law becomes the handmaiden of mechanization. In response, neither a focus on questions of compatibility nor a call for a 'ban on killer robots' help in articulating a meaningful role for law. Instead, I argue that we should turn to a long-standing philosophical critique of artificial intelligence, which highlights not the threat of omniscience, but that of impoverished intelligence. Therefore, if there is to be a meaningful role for law in resisting double elevation, it should be law encompassing subjectivity, emotion and imagination, law irreducible to algorithm, a law of war that appreciates situated judgement in the wielding of violence for the collective

A Framework for Developing Self-Directed Technology Use for Language Learning

Critical to maximizing the potential of technology for learning is enhancing language learners’ self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and interactions that determine students’ self-directed use of technology for language learning. A survey was conducted among second language learners at one university in Hong Kong to provide the basis for a model that describes how various psychological and sociocultural factors interact to influence language learners’ use of technology for learning outside school. Attitudinal factors—such as language learning motivation, perceived usefulness of technology for learning, and perceived compatibility between technology use and learning expectancies—played a dominant role in shaping technology use. Perceived support from teachers and peers, self-regulation skills, and confidence in the selection and use of technology effectively impacted technology use mainly through strengthening perceived compatibility and usefulness. The findings suggest that attitudinal factors deserve much greater attention than currently given in promoting language learners’ self-directed use of technology.published_or_final_versio

DISTRESS, EUSTRESS, AND INTENTIONS TO CONTINUE DISTANCE LEARNING IN THE CONTEXT OF RAPID SHIFTS TO ONLINE COURSES

COVID-19 brought significant, rapid changed to education, including information systems education. One of the most significant of these changes was the abrupt transition from face-to-face instruction to distance learning. As is often the case with abrupt transitions, this shift was stress inducing for many affected, including students. In this extended abstract we describe an empirical study of two types of distance learning stress, distress [stress that is detrimental to well-being] and eustress [stress that enhances well-being] in the context of distance learning. Using data from a survey of higher education students in the United States, we demonstrate that the perceived abruptness of the transition to distance learning had a positive impact on distress, and a negative impact on eustress. Further, distress and eustress impacted intentions to continue with distance learning, but these impacts were fully mediated by distance learning satisfaction

Agroforestry Adoption in Ethiopia: Innovation Systems and Farm Level Analysis

Agroforestry (AF) or agroforestry innovation (AFI) production has long been and continues to be a component of the mixed farming system of Ethiopian and smallholder farmers worldwide. Interventions continue introducing new or improved management practices, species, and techniques to raise AFI's livelihood and natural resource management contributions. Despite considerable efforts, the adoption of these AFI continues to be limited, as proved by several adoption studies and development efforts. Formal and informal studies were conducted for decades to understand the problems for the low adoption of various AFI. Nevertheless, these studies generated redundant and marginally growing important information as it has weakly altered the course of development approaches and policy regulations. Learning from previous studies, researchers have been requesting more robust studies that help address existing knowledge gaps on adopting AFI. To respond to these calls, this PhD project examined the factors affecting the adoption of AFI by smallholders and Ethiopian farmers as a case study. The project builds upon previous studies to explore the diverse perspectives that influence the adoption of AFI. Literature assessment of recent studies indicated that several factors belonging to farmers and institutions influence the adoption of AFI. Simultaneously, we discovered that some issues were explored frequently (e.g., socioeconomic factors), whereas others (e.g., psychological factors) were largely ignored. Besides, researchers have followed the static assumption (i.e., adopt or non-adopt) and failed to learn the adoption process beyond a one-time decision. Additionally, the studies focused on discrete factors and activities and failed to comprehend the diverse perspectives and factors and their combined effect on eventual AFI adoption. Ultimately, learning from the larger adoption science and previous studies, we developed a comprehensive framework, 'AFI adoption framework' (chapter 4.1), that supports the meaningful assessment of adoption practices and comprehensively discovers factors influencing AFI adoption. The framework encompassed three compartmentalized and yet interlinked components that influence AFI adoption under smallholder contexts. The framework commended both distinct studies for exhaustive elaboration and simultaneously suggested holistic examination. Besides, it recommended minor and major modifications to the research approaches, such as proper treatment of variables in econometric models, incorporation of variables related to the psychological status, and employment of robust tools such as the real-options approach for profitability analysis. Based on this framework, we designed a project and conducted fieldwork in the Amhara region of Ethiopia, a typical smallholder context. We explored the household contexts (i.e., farm level and psychological), system level features, and innovation characteristics influencing smallholders' AFI adoption decisions. It employed mixed conventional and advanced analytical tools comprising content analysis, econometric models, principal component analysis, and financial discounting methods. Advanced methods comprehend process analysis and adoption dynamism. The results from discrete analysis indicated that socioeconomic factors, psychological constructs, system level features, and innovation attributes influence AFI adoption. Regarding innovation characteristics, the different attributes are foundations for undertaking AFI adoption decisions of smallholder farmers. Beyond adopt-non-adopt concepts, we found farmers continuously undertake follow-up adoptions of varying extents such as reduced, maintained, and increased. Based on our query and comparable to existing frameworks, the newly developed 'AFI adoption framework' is more reasonable to meaningfully investigate factors influencing AFI (and agricultural innovations) adoption under smallholder contexts. However, there is a need for precaution while employing the framework to more clearly discern the adoption process and reflect the integration among the factors and activities involved from the development to the adoption of AFI. This dissertation excluded empirical analysis of profitability and holistic assessment due to the voluminous nature of the dissertation.:PREFACE ii ACKNOWLEDGEMENTS iii SUMMARY iv ZUSAMMENFASSUNG vi LIST OF FIGURES ix LIST OF TABLES xi ACRONYMS xi 1. INTRODUCTION 1 1.1. Agroforestry in Ethiopia 1 1.2. Problem statement 4 1.3. Objectives and research questions 6 1.4. Scope of the study 7 1.5. Dissertation structure 8 2. CONCEPTUAL FRAMEWORK 11 2.1. The adoption concept 11 2.2. Theoretical frameworks on adoption 12 2.3. The critique and research context 16 2.4. The AFI adoption analytical framework 17 2.5. Description of links between objectives and research questions 19 3. RESEARCH METHODOLOGY 21 3.1. Description of the study area 21 3.2. Selection of innovations and farmers 22 3.3. Research methods 23 3.3.1. Data collection methods 23 3.3.2. Sampling technique and sample size 24 3.3.3. Data analysis 25 4. RESULTS 26 4.1. Agroforestry adoption as a systems concept: a review 27 4.2. Can a sequential analysis provide a more robust understanding of farmers’ adoption decisions? an example from an agroforestry adoption study in Ethiopia 58 4.3. Farmers’ intentions towards sustained agroforestry adoption: an application of the theory of planned behavior 88 4.4. Adoption under the influence of innovation attributes: the case of agroforestry innovations from Ethiopia 111 4.5. Influence of system level factors on adoption of agroforestry innovations 141 5. SYNTHESIS and CONCLUSION 170 5.1. Synthesis of key findings 170 5.1.1. State of AFI adoption research in SSA 170 5.1.2. Persistent calls for rigorous research 172 5.1.3. Critical factors affecting AFI adoption 173 5.1.4. Conceptualizing adoption as a complex decision process 175 5.2. Reflections on research method, theoretical framework, and generalization 177 5.2.1. Reflection on research methods and analytical generalization 177 5.2.2. Reflection on the theoretical framework and theoretical contribution 179 5.3. Outlook and suggestions 184 5.4.1. Recommendations for future research 185 5.4.2. Development and policy recommendations 186 5.5. Limitations of the study 186 REFERENCES 187 APPENDICES 19

Transitional Challenges in Technology Adoption among Academic Communities in Indian Higher Education Institutions

Due to the lockdown and remote working practices, academic universities around the world have been forced to adopt new technology. Online courses and exams enabled the use of new applications. During the pandemic, innovative technological adoption became faster, overriding the usual diffusion time lag. The transition was so fast that it presented a slew of new challenges to India\u27s academic communities. An open-ended online survey was used to gather data from faculty members, students, and non-teaching staff at higher educational institutions. Several concepts about transitional challenges emerged from the qualitative data analysis. The results revealed the significant commitment needed to implement modern online technologies, the lack of necessary resources, and the obstacles that participants\u27 home environments presented for teaching and learning. There were also questions about the effectiveness of online learning as well as anxiety and stress could cause. Participants\u27 suggestions unraveled the importance of flexibility and change needed for the appraisal and evaluation methods employed in higher education. The results expanded the notion of the rate of adoption under the diffusion of innovation theory. The study results shed light on how academic institutions could create successful technology adoption procedures for remote learning policies