Applying an Extended Task-Technology Fit for Establishing Determinants of Mobile Learning: An Instant Messaging Initiative

The high proliferation of mobile instant messaging (MIM) among university students creates opportunities for a new wave of mobile learning. However, correlational methods for assessing factors that influence student performance impacts on MIM platforms for learning are blurry. The task-technology fit theory has been widely used in the past in predicting performance impacts of users after using new technology. Despite the momentum gained by this framework in the information systems community, it lacks focus on user characteristics. The purpose of this study is to develop an extended model for task-technology fit through an integration of individual antecedent characteristics. Data were collected from 223 participants using a survey questionnaire. The analysis was performed using the partial least squares approach to structural equation modelling. The findings of the study confirmed the original task-technology fit hypotheses considered in this study. Study findings associated with individual antecedent characteristics indicate that perceived ease of use and perceived usefulness of the academic use of the MIM positively influence task-technology fit, while social influence was found to have no significant bearing on task-technology fit

An empirical analysis of the determinants of mobile instant messaging appropriation in university learning

Published ArticleResearch on technology adoption often profiles device usability (such as perceived usefulness) and user dispositions (such as perceived ease of use) as the prime determinants of effective technology adoption. Since any process of technology adoption cannot be conceived out of its situated contexts, this paper argues that any pre-occupation with technology acceptance from the perspective of device usability and user dispositions potentially negates enabling contexts that make successful adoption a reality. Contributing to contemporary debates on technology adoption, this study presents flexible mobile learning contexts comprising cost (device cost and communication cost), device capabilities (portability, collaborative capabilities), and learner traits (learner control) as antecedents that enable the sustainable uptake of emerging technologies. To explore the acceptance and capacity of mobile instant messaging systems to improve student performance, the study draws on these antecedents, develops a factor model and empirically tests it on tertiary students at a South African University of Technology. The study involved 223 national diploma and bachelor’s degree students and employed partial least squares for statistical analysis. Overall, the proposed model displayed a good fit with the data and rendered satisfactory explanatory power for students’ acceptance of mobile learning. Findings suggest that device portability, communication cost, collaborative capabilities of device and learner control are the main drivers of flexible learning in mobile environments. Flexible learning context facilitated by learner control was found to have a positive influence on attitude towards mobile learning and exhibited the highest path coefficient of the overall model. The study implication is that educators need to create varied learning opportunities that leverage learner control of learning in mobile learning systems to enhance flexible mobile learning. The study also confirmed the statistical significance of the original Technology Acceptance Model constructs

Investigating the impact of ICT tutorial strategies to promote improved database knowledge acquisition

Government organisations worldwide are adopting digital strategies to enhance service delivery, gain efficiencies and meet the evolving and growing expectations of business and society in a digital world. Yet, current academic literature fails to provide a framework for digital government strategy derivation to harness the benefits of recent digital advances. We employed the case study methodology to examine the way two government organisations approached digital strategy derivation. We propose an adapted, design-led innovation (DLI) framework to aid digital government strategy derivation, and explore its applicability by retrospectively mapping the activities undertaken by the case organisations in deriving a digital strategy to the adapted framework. Our study finds that public organisations may iterate through the quadrants in the adapted DLI framework to formulate a digital strategy, underpinned by a clear value proposition that is identified through reframing situations. This research will enrich e-government literature, and guide digital government strategy derivation

Utilising m-learning for enhancing student participation at a South African university of technology

Magister Educationis - MEdPrevious studies on the academic utilisation of mobile devices in South Africa have rendered some invaluable insights into the rationale and different ways students utilise mobile technologies in and outside the classroom. However, these studies have addressed issues about social practices of adoption in high schools that emphasise tutor-directed, instant messagingmediated supply of supplementary tuition/training in subjects like science and mathematics. Consequently, insufficient attention has been devoted to understanding the dynamic complexities of implementing mobile learning (m-Learning) projects in tertiary institutions. This research contributes to the m-Learning discourse by exploring a collaborative m-Learning perspective, through the pedagogical application of WhatsApp, a special-purpose instant messaging service implemented at a University of Technology in South Africa. This research paper argues that mobile instant messaging (MIM) may create alternative academic discussion platforms for the students’ collaborative interactions outside the classroom, which implies the transformation of pedagogical delivery. The FRAME model was utilised as the theoretical lens for this study. An interview instrument was developed based on the FRAME model constructs. Face-to-face semistructured interviews were conducted with twenty participants. The findings suggest improved academic participation, the promotion of collaborative m-Learning for critical thinking, knowledge creation and sharing, as well as fostering effective learning through student-centered approach hence liberal transformation in the lecturer’s mode of instructional delivery

Mobile Learning Usability Evaluation Using Two Adoption Models

Published Conference ProceedingsThe Central University of Technology, Free State has introduced the use of e-books as opposed to printed hard-cover textbooks for students. This is in line with international campaigns seeking the adoption of e- books for educational purposes, while reducing the costs of printing material. This study is aimed at developing an Integrated Framework Model for evaluating the usability of e-books in higher education, thereby enhancing mobile learning adoption at a university. Despite the advantages of usability, continuous emphasis is still placed on the gap which exists between software development and usability evaluation. It is for this reason that the results of usability evaluations frequently have little or no significant influence on the software development of mobile learning applications. This paper reports on the results of a pilot study where a questionnaire was developed to evaluate the use of e-books on mobile devices by students in higher education. The sample size consisted of 49 IT students who registered for a Computer Security module during 2015, where the majority were Sesotho speaking. The outcomes of the study may create provision of a framework useful for evaluating mobile learning usability which may subsequently lead to enhanced adoption

Assessing the impact of using instant messaging in eLearning on the performance of teaching and learning in higher education

There are growing interests in improving teaching and learning performance through eLearning using specific emerging technologies in higher education. As a result, understanding the impact of using such technologies on the performance of teaching and learning is becoming important. This experimental study investigates the impact of eLearning using instant messaging on the performance of teaching and learning in higher education in developing countries. Pre-test and post-test surveys are used for collecting experimental data from participants to investigate the impact of using instant messaging on teaching and learning. Data analysis conducted quantitatively using SPSS reveals that eLearning using instant messaging improves teaching and learning. In particular, the use of instant messaging in eLearning is more effective than face-to-face teaching and learning with respect to the overall performance in the classroom. This leads to the conclusion that eLearning using instant messaging could transform teaching and learning in higher education in developing countries

A review of the Information System Models for Technology Acceptance

Published Conference ProceedingsThe words “acceptance” and “behaviour” have been used interchangeably. The acceptance of any form of technology is determined by the behaviour of the individual towards that technology. Extensive research has been carried out on factors that influence human behaviour. This includes research in mathematics, philosophy, anthropology, information systems theories and many more. In the field of Information Technology and Information systems, there are models that have been developed in an attempt to try and understand technology acceptance. The aim of this paper is to review 6 unique Information Systems models of acceptance (Diffusion of Innovations, Theory of Reasoned Action, Theory of Planned Behaviour, Technology Acceptance Model, Task Technology fit and Unified Theory of Acceptance and use of Technology). The paper defines each of the models, providing past applications and recommending future applications within the context of a university of technology. The aim of this review is to help create awareness among fellow academics about the various acceptance models and their possible usage

Extending the Technology Acceptance Model for E-learning Discussion Forum Adoption

Published Conference ProceedingsThe advancement on Information and Communication Technology and the Internet for educational purposes has been a staple discourse among researchers in recent years. However, preliminary investigations indicate that e-learning systems are underutilized due to the fact that some of their major features remaining inactive; features like electronic discussion forums. Despite several scholars reporting on high levels of e-learning systems implementation at Universities of Technology (UoT), it is disconcerting that discussion forums within these platforms remain poorly utilized. The purpose of this study is to establish constructs that may promote adoption and use of discussion forums. The Technology Acceptance Model forms the theoretical framework for this study and is extended by including digital inclusion, perceived attention and perceived enjoyment. Thirty participants were purposively selected from a third year Information Technology class and interviewed with regards to the different constructs which make up the Technology Acceptance Model. Findings of this case study suggest that, perceived usefulness and ease along with digital inclusion may positively influence adoption and use of discussion forums at UoT. The study contributes to the board of knowledge by providing useful insights into the application of the Technology Acceptance Model by establishing additional constructs that may promote discussion forum usage

An empirical analysis of the determinants of mobile instant messaging appropriation in university learning

Published ArticleResearch on technology adoption often profiles device usability (such as perceived usefulness) and user dispositions (such as perceived ease of use) as the prime determinants of effective technology adoption. Since any process of technology adoption cannot be conceived out of its situated contexts, this paper argues that any pre-occupation with technology acceptance from the perspective of device usability and user dispositions potentially negates enabling contexts that make successful adoption a reality. Contributing to contemporary debates on technology adoption, this study presents flexible mobile learning contexts comprising cost (device cost and communication cost), device capabilities (portability, collaborative capabilities), and learner traits (learner control) as antecedents that enable the sustainable uptake of emerging technologies. To explore the acceptance and capacity of mobile instant messaging systems to improve student performance, the study draws on these antecedents, develops a factor model and empirically tests it on tertiary students at a South African University of Technology. The study involved 223 national diploma and bachelor’s degree students and employed partial least squares for statistical analysis. Overall, the proposed model displayed a good fit with the data and rendered satisfactory explanatory power for students’ acceptance of mobile learning. Findings suggest that device portability, communication cost, collaborative capabilities of device and learner control are the main drivers of flexible learning in mobile environments. Flexible learning context facilitated by learner control was found to have a positive influence on attitude towards mobile learning and exhibited the highest path coefficient of the overall model. The study implication is that educators need to create varied learning opportunities that leverage learner control of learning in mobile learning systems to enhance flexible mobile learning. The study also confirmed the statistical significance of the original Technology Acceptance Model constructs