The moderating role of perceived risk on trust in e-banking

The purpose of this research is to investigate whether a consumer?s perception of risk in transacting on the internet (Perceived Risk) would have an influence on their trust of a bank?s e-banking website (Specific Trust) and their willingness to use e-banking. The results showed that Perceived Risk has a direct influence on a consumer?s willingness to use e-banking and Specific Trust has a positive moderating influence on the relationship between Perceived Risk and a consumer?s willingness to use e-banking. Consumers who have low perceived risk of transacting on the internet are generally more willing to use e-banking. Their willingness to use e-banking was also shown to be more pronounced in cases where the consumer also trust their bank?s e-banking website. These findings are of particular relevance to banks. It highlights that a consumer?s willingness to use e-banking primarily depends on their perception of risk in transacting on the internet; trust of the specific e-banking website was secondary. This suggests the need for banks to not only employ mechanisms to build trust for their specific e-banking website, but that banks should first take measures to educate their customers and manage general consumer perceptions of the risks of transacting on the internet

Re-examining Students’ Perception of E-Learning: An Australian Perspective

Purpose – Australian tertiary institutions are increasingly incorporating technologies, such as social media and Web 2.0 tools into teaching in response to changing student needs. The purpose of this paper is to revisit a fundamental question, frequently asked in marketing, “what do our ‘customers’ [students] think now?” This will help determine the effectiveness of application of these technologies in courses and teaching programs in a changing competitive educational environment. Design/methodology/approach – Using a mixed method approach, data were collected through 31 qualitative interviews and a survey of 231 university marketing students. Quantitative techniques included summary statistics, factor analysis and t-test. Findings – Results indicate while students’ perceived flexibility and better learning outcomes as positive aspects of e-learning, they have concerns about flexibility for self-paced learning, self-motivational issues, lack of human interaction and fostering teamwork. Research limitations/implications – The study is limited to one Australian university operating in domestic and international markets. However, the study needs to be replicated for better generalizability across the sector. Practical implications – The findings question the effectiveness of e-learning as an alternative approach to face-to-face learning pedagogy. However, regular review of current e-learning tools is needed to help match student and tertiary institution expectations. Originality/value – This study re-investigates students’ perception in relation to the benefits that e-learning is expected to yield. It is one of the few studies questioning whether these promised benefits are valued by the tertiary student fraternity

The influence of traditional service quality and bank size on trust in e-banking

This paper examines the role of situational normality cues (online attributes of the e-banking website) and structural assurance cues (size and reputation of the bank, and quality of traditional service at the branch) in a consumer?s evaluation of the trustworthiness of e-banking and subsequent adoption behaviour. Data were collected from a survey and a usable sample of 202 was obtained. Hierarchical moderated regression analysis was used to test the model. Traditional service quality builds customer trust in the e-banking service. The size and reputation of the bank were found to provide structural assurance to the customer but not in the absence of traditional service quality. Website features that give customers confidence are significant situational normality cues.Bank managers have to realise that good service at the branch is an opportunity to promote e-banking. They cannot rely on the bank?s size and reputation to ?sell? e-banking. This is the first study that examines how traditional service quality and a bank?s size and reputation influence trust in e-banking

A framework for the development of mode of delivery and course content in course design

No abstract availabl

Attitudes Towards E-Learning (Version 2.X): What Do Students Think Now?

The body of literature investigating issues relating to e-learning is quickly growing as many scholars in this area seek to explain how new technologies such as social media and other Web 2.0 tools may be incorporated into both online and ‘offline’ modes of learning. The extent of recent literature published in the last five years in this area had largely focussed on how successful pedagogical techniques incorporating these new technologies may be used (e.g., English and Duncan-Howell, 2008; McLoughlin and Lee, 2008), and how these technologies transform the way universities interact with their students (e.g., Wong, 2012). In the race towards defining these mechanics, a fundamental gap emerges – few researchers have taken a step back to measure how students’ perceptions have evolved with this new way of learning. This paper addresses this gap by revisiting a fundamental question in marketing – what do our ‘customers’ think now? The results show that while interactivity and feedback were primary concerns of students in earlier studies on e-learning (e.g., Kriger, 2001), current concerns of students are focussed on flexibility for self-paced learning, costs savings, issues in self-motivation, and concerns about the limitations of technology in fostering teamwork for group assessments