Analyze Modified Extended Information Technology Continuance toward Continuance Intention of Administration Information System

This study emphasizes the importance of the role of technology in the form of information systems in an educational service institution by using an information system application that is used by the academic community on a daily basis. The purpose of this study is to analyze post-usage usefulness and facilitating conditions through or not through satisfaction to achieve continuance intention related to Administrative Information Systems (SIA) at the Faculty of Economics, Universitas Sarjanawiyata Tamansiswa, Yogyakarta. This study uses a modification of the Extended Information Technology Continuance (ITC). This study uses AMOS 22 path analysis and a total sample of 343 students in accounting and management programs. The results showed that all hypotheses were accepted except for the direct effect of facilitating conditions toward continuance intention. These results strengthen the impact of satisfaction on continuance intention regarding the practice of using technology. The implication of the results indicates that the use of available information system applications, although satisfactory, must still be monitored and developed in order to ensure continued user satisfaction

Exploring Behavioral Intention Towards Hybrid Education of Undergraduate Students in Public Universities in Chongqing, China

Purpose: This study investigates key factors influencing behavioral intention to use hybrid education of undergraduate students in Arts and Design of three universities in Chongqing, China. Perceived ease of use, perceived usefulness, performance expectancy, self-efficacy, effort expectancy, social influence, and behavioral intention were associated in a conceptual framework. Research design, data, and methods: The researchers used a quantitative approach for survey distribution to 500 participants. The sampling techniques involve judgmental, quota and convenience sampling. Item Objective Congruence (IOC) Index and Cronbach’s Alpha reliability test were approved prior to the data collection. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were used to test models’ goodness of fit, validity, and reliability. Results: Perceived usefulness has the strongest significant impact on behavioral intention, followed by perceived ease of use, self-efficacy, effort expectancy, and social influence. Furthermore, perceived ease of use strongly and significantly impacts perceived usefulness. In contrary, the relationship between performance expectancy and behavioral intention was not supported. Conclusion: Hybrid education has gained the most concern in the system adoption for teaching and learning effectiveness. Therefore, educational stakeholders should identify the main contributors to achieve the hybrid learning implementation and increase student engagement and learning performance

Digital Pedagogy Policy in Technical and Vocational Education and Training (TVET) in Malaysia: Fuzzy Delphi Approach

Digital platforms are one of the technology adoption that is beginning to be used in most vocational colleges today. Services provided through digital platforms are an alternative to conventional methods. However, the use of digital platforms nowadays, among users consisting of vocational college students in Malaysia is still at a less than satisfactory level. Previous studies also focused a lot on the use and acceptance of technology platforms among users in schools only but not in vocational colleges (VC). The aim of the research is to determine the experts’ consensus on the objective of the digital pedagogy policy for Technical Education and Vocational Training (TVET) students especially in vocational colleges which is currently under development. Vocational colleges is one of the Technical Education and Vocational Training (TVET) institutions in Malaysia that offers certificate level and skill diploma education to high school students. Therefore, it is important to identify the policy that will be used. The Fuzzy Delphi Technique (FDT) was used in this research. Ten experts were chosen by utilizing the purposive sampling method. Analysis of the data was using the Triangular Fuzzy Number and Defuzzification process. The findings showed 100% consensus was achieved by the experts for objectives 1 and 3, and 90% consensus was achieved by the experts for objective 2. All of the experts agreed on the elements in the objectives of the digital pedagogy policy for TVET students. Further development of this policy hopefully will help the teachers in improving their knowledge of digital pedagogy and increase their competency pedagogy in order to produce skills oriented workforce among TVET students in Malaysia. Therefore, the results of this study are expected to be used to strengthen the development of e-learning models in the future to help students and educators to use digital platforms in vocational colleges in particular

Factors Influencing Behavioral Intention Towards MOOC Platform of Jingdezhen Vocational University of Art Students Majoring in Art and Design in Jiangxi Province, China

The objective of this investigation was to analyze the behavioral intention of students at the Jingdezhen Vocational University of Art who majoring in art and design majors to use the MOOC platform. It was carried out by the researchers using quantitative research techniques. Based on the Theory of Reason and Action (TRA), the Technology Acceptance Model (TAM), and the Unified Theory of Technology Acceptance and Use (UTAUT), this study develops a conceptual framework. Seven potential variables were chosen to assess the validity of the research tool using project-goal consistency and passed the internal consistency test: self-efficacy, perceived ease of use, perceived usefulness, attitude, performance expectancy, subjective norm, and behavioral intention. The reliability was evaluated by Cronbach α coefficient through the pilot test. In addition, the sampling strategy was multi-stage sampling. In the course of the study, a face-to-face questionnaire was distributed to 500 professional undergraduates majoring in art and design with MOOC platform experience at the School of Ceramic Art and Design and the School of Digital Art of Jingdezhen Art Vocational University. As statistical analysis tools, confirmatory factor analysis and structural equation modeling were applied in this research to advance the influence on data, matrix accuracy, basic variables, hypothetical support, and path coefficients. The results revealed that all the hypotheses are suggested, and the subjective norm was the most influential factor that affected art and design majors' behavioral intention to use the MOOC platform

Factors Impacting Student’s Behavioral Intention to Use Social Media Applications for Online Learning

Purpose: Social media applications are powerful learning tools for a new norm of online learning in this era. Therefore, this paper aims to investigate the impacting factors of students’ behavioral intention to use social media applications for online learning. The conceptual framework proposes the causal relationships between attitude, information quality, perceived ease of use, perceived usefulness, service quality, social influence, and behavioral intention. Research design, data, and methodology: A quantitative method was used to distribute questionnaires to 500 students. Nonprobability sampling was adopted by using judgmental sampling, stratified random sampling, and convenience sampling. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze model fit, reliability, validity and hypotheses testing. Results: Social influence and attitude significantly impact behavioral intention. Furthermore, there are support relationships between perceived ease of use and perceived usefulness, and between service quality and perceived ease of use. Nevertheless, perceived ease of use and perceived usefulness have no significant impact on behavioral intention, and information quality has no significant impact on perceived ease of use. Conclusions: Social media apps developers and education managers should consider the importance of students’ behavioral intention to use social media applications for their effective online learning

A Narrative Study of Technology-Oriented Academics’ Autonomy within the Context of Cloud Computing and Cloud-Based Services in Higher Education

Ed. D. ThesisThis study aims to develop an in-depth understanding of the intersections between academics’ technology-orientation, autonomy, and pedagogical practices with cloud computing and cloudbased services within higher education. Two purposes framed this study. The first is to understand how technology-oriented academics conceptualise and utilise cloud computing platforms and services in their pedagogical practices. The second is to explore how these experiences intersect with academics’ autonomy within the context of higher education. This study’s motivation was the current confluence on academics’ autonomy due to higher education structural changes and cloudbased services emergence. Nine academics from a Gulf Cooperation Council higher education institution were recruited using ‘criterion-based purposeful selection’ (Schensul & LeCompte, 2012). The selection process considered their orientations towards using technology in their pedagogical practices. Using qualitative narrative methodology (Moen, 2006; Willis, 2008; McAlpine, 2016), data sources included a series of individual, paired depth and group interviews, participants’ reflections, researcher’s notes, and relevant material. Triangulation of methods, ongoing iterative dialogue with the participants, and thematic analysis (Clarke & Braun, 2018) contributed to this study’s rigour. The findings show that academics’ technology-orientations positively influence their critical perspectives and decision-making towards utilising cloud-based services in their professional development and pedagogical practices. Their orientations, backgrounds, capacities, roles, and objectives influenced their autonomy to variable degrees. The participants’ technology orientation aligned with their autonomous pedagogical practices with cloud-based services. CC and CBS’s design and features within the participants’ work conditions seem to afford and equally constrain their cloud-based pedagogic experiences. This paradox yielded three modes of academics’ autonomy, Constrained, Guided, and Self-Directed, intersecting four modes of cloud-based pedagogies, Expanding the Curriculum, Redefining Pedagogy, Cautious Pedagogy, and Visionary Pedagogy. These findings indicate bounded academics’ autonomy in the context of cloud-based pedagogy. This thesis extends the field of intersectional studies between technology and higher education. It contributes to understanding academics’ pedagogic experiences at a time of change in higher education. It also raises important questions concerning the implications of academics’ autonomy and institutional autonomy impacts upon the ethical cloud-based practice

Beliefs of primary school teachers on ESL students’ success

The purpose of this research is to discover the beliefs of primary school teachers pertaining to issues involving ESL students’ success and pedagogy in the ESL classroom. This study uncovered the factors that the teachers believed affect students’ mastery of the English language in Malaysia. The data was retrieved through interviews from three ESL teachers with different years of experience and they were categorised as veteran, experienced and novice teacher. Qualitative data analysis software, ATLAS.ti Version 7 was used to yield the teachers’ beliefs about factors contributing to students’ success in the ESL classroom through constant comparative and thematic analysis. The findings revealed that the role of teachers, students’ attitude, family and peers are the factors that are significant in determining the success of students. This implies that there is a need for collaboration to encourage learning and using the English language effectively to enhance the pedagogy and thinking skills