10 research outputs found
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