An empirical study of instructor adoption of web-based learning systems

For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor adoption of web-based learning systems by incorporating existing literature and multiple empirically verified theories, including the technology acceptance model and DeLone and McLean’s information system success model. Survey data collected from 268 university instructors were examined using structural equation modeling to verify the proposed theoretical model. The research results further illuminate the factors that explain and predict the instructor adoption of web-based learning systems. Implications of this study are also discussed.     

Integrating switching costs to information systems adoption: An empirical study on learning management systems

When evaluating a new information system, users’ experiences with the prior system, as well as characteristics of the new system, may influence their adoption behavior. However, most existing research either focuses solely on assessment of the new system using information systems adoption theories, or focuses only on the extent and types of switching costs associated with the transition from the prior system to the new one. In addition, little research has examined system switching and adoption of new learning management systems. To address these gaps, this study develops a research model that integrates the theoretical perspectives of switching costs and information systems adoption. The model is developed and tested in the context of the adoption of learning management systems. The results indicate that emotional costs and reduced performance costs can significantly influence perceived switching value. Perceived switching value, performance expectancy, effort expectancy, and social influence have significant impacts on users’ intention to use the new learning management system.     

Factors influencing beliefs for adoption of a learning analytics tool: An empirical study

Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate a Learning Analytics Acceptance Model (LAAM) of factors influencing the beliefs of educators concerning the adoption a learning analytics tool. In particular, our model explains how the usage beliefs (i.e., ease-of-use and usefulness perceptions) about the learning analytics of a tool are associated with the intention to adopt the tool. In our study, we considered several factors that could potentially affect the adoption beliefs: i) pedagogical knowledge and information design skills of educators; ii) educators' perceived utility of a learning analytics tool; and iii) educators' perceived ease-of-use of a learning analytics tool. By following the principles of Technology Acceptance Model, the study is done with a sample of educators who experimented with a LOCO-Analyst tool. Our study also determined specific analytics types that are primary antecedence of perceived usefulness (concept comprehension and social interaction) and ease-of-use (interactive visualization).     

Factors influencing adoption of e-payment systems: an empirical study on Iranian customers

Information Systems and e-Business Management - Internet technology has influenced the banking systems because of its capability to enhance performance of financial operations. A major concern of...     

The influence of information security on the adoption of web-based integrated information systems: an e-government study in Peru

This study analyzes the determinants of information security that influence the adoption of Web-based integrated information systems (IIS) by government agencies in Peru. The study introduces Web-based information systems designed to formulate strategic plans for the Peruvian government. A theoretical model is proposed to test the impact of organizational factors such as deterrent efforts, severity efforts, and preventive efforts and individual factors such as perceived information security threats and security awareness on intentions to use Web-based IIS. The empirical results indicate that deterrent efforts and deterrent severity have no significant influence on use intentions of IIS, whereas preventive efforts play an important role in such intentions. Information security awareness and perceived information security threats as individual factors have a significant effect on intentions to use the system. This suggests that organizations should implement preventive efforts by introducing various information security solutions, and improve information security awareness while reducing perceived information security threats.     

Factors affecting the adoption of cloud services in enterprises

Cloud computing services offer enterprise clients many advantages such as reduced costs, easy maintenance and the easy re-provisioning of resources, thus contributing to increased profits. However, little is known about the adoption behavior of such services among enterprises. This study applies the technology–organization–environment framework to investigate determinants of cloud computing service adoption behavior. Data collected from 102 valid enterprises in Taiwan provide strong support for the model. Results indicate that technological (i.e., relative advantage, observability and security), organizational (i.e., financial costs and satisfaction with existing IS) and environmental (i.e., competition intensity) factors were positively related to intention to adopt cloud computing services, accounting for 52 % of variance. Implications and limitations are discussed.     

Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry

This study aims to identify, using an extended Technology-Acceptance Model (TAM), the factors affecting the decision of using a web-based learning system among blue-collar workers in the automotive industry. A structural equation-modeling approach was applied to identify the variables that significantly affect the decision of using the system. Using LISREL 8.54, data collected from 546 blue-collar workers were used to test the proposed research model. Empirical testing of the extended TAM found all paths to be significant in the hypothesized directions, that is, the results of the study strongly support the application of extended TAM in predicting the blue-collar workers’ intention to use a web-based learning system. Among the factors, social influence is a much stronger predictor of user intention compared to others. The study concludes with the implications of this study for managers and recommendations for possible future research.     

Factors affecting the adoption of B2B e-commerce technologies

The objective of this study is to analyze the factors affecting the adoption of Internet-enabled business-to-business electronic commerce (B2B EC) and test their applicability in different contexts. We used 275 responses from an online survey of North American firms and tested our hypotheses with Multiple Regression and Analysis of Variance (ANOVA). We found that scalability is the biggest contributor to B2B EC usage. We also compared each adoption factor across adopters and nonadopters of B2B EC. Six of the nine adoption factors tested distinguished adopters of B2B EC from nonadopters. Then we analyzed the effects of these factors on adoption using several contextual variables, including firm size, firm type, management level of respondents, and country of origin of firms. The results showed that all of the contextual variables, except country of origin, influenced some of the adoption factors. Managers can use the findings of this study to understand which factors will most likely facilitate the implementation of B2B EC and be prepared to manage the effects of these factors on their initiatives more effectively. Many of the studies in this area have not tested the effects of contextual variables on B2B EC adoption. Thus, we contribute to the limited literature on this issue. The study shows that the technology–organization–environment (TOE) framework provides a strong foundation for the study of B2B EC. It also provides evidence that this framework is strengthened further when contextual variables are integrated into the theoretical model.     

Investigating university student preferences and beliefs about learning in the web-based context

Psychological studies have shown that personal beliefs about learning and environmental preferences affect learning behaviors. However, these learner characteristics have not been widely discussed in the web-based context. By developing questionnaires, this study attempted to detect learners’ web-based learning environmental preferences (WLEP) and beliefs about web-based learning (BWL). The scope of WLEP focused on the pedagogical dimension of the web-based learning environment, while BWL concerned the attributes and control factors of the web-based learning. There were about five hundreds of Taiwan university students participating in the study. Through factor analysis, the scales discussed in the study revealed a satisfactory validity and reliability in assessing students’ preferences and beliefs. Further analyses showed that university students preferred more of individual and structured instructional configurations while expected the outward mode of interaction. In general, students held a rather contextual belief about web-based learning, which was found to be correlated with their environmental preferences.     

Students' perceptions of instructors' roles in blended and online learning environments: A comparative study

This study develops an instrument—the Online Instructor Role and Behavior Scale (OIRBS)—and uses it to examine students' perceptions of instructors' roles in blended and online learning environments. A total sample of 750 university students participated in this study. Through a confirmatory factor analysis, the OIRBS was validated in five constructs: course designer and organizer (CDO), discussion facilitator (DF), social supporter (SS), technology facilitator (TF), and assessment designer (AD). The results show that the five factor structures remained invariant across the blended learning and online learning. Both students in blended learning environments and students in online learning environments exhibited the greatest weight in the CDO dimension, followed by the TF and DF dimensions. In addition, students in the online learning environments scored higher in the DF dimension than did those in the blended learning environments.     

Development of intelligent reusable learning objects for web-based education systems

The research in WBE (Web-based Education) systems is centered in reusability, accessibility, durability and interoperability of didactic materials and environments of virtual education. A special type of labeled materials called Intelligent Reusable Learning Components Object Oriented (IRLCOO), producing learning materials with interface and functionality standardized, rich in multimedia, interactivity and feedback is described in this paper. The structuring model for dynamic composition of these components is based on the concept graph knowledge representation model. The multi-agent architecture as a middleware for open WBE systems is developed for sequencing and delivery of learning materials composed of IRLCOOs.     

Factors affecting the adoption of electronic signature: Executives' perspective of hospital information department

The healthcare industry is experiencing a major transformation towards e-healthcare, which delivers and enhances related information through the Internet among healthcare stakeholders and makes the electronic signature (e-signature) more and more important. This paper uses a mature framework, Technology–Organization–Environment (TEO), in information system discipline to identify factors that affect hospitals in adopting e-signature. A survey was conducted on regional hospitals and medical centers in Taiwan to verify the validity of the research framework. The results show that TEO framework is useful in distinguishing hospitals as adopters and non-adopters of e-signature. Based on the research findings, implications and limitations are discussed.     

Factors affecting the organizational adoption of service-oriented architecture (SOA)

Service-oriented architecture (SOA) takes an architectural approach to designing and implementing IT solutions. Although it is fast emerging as one of the major architectural styles to execute enterprise architecture management, academic empirical research on SOA adoption is scarce, with most studies focusing on qualitative analysis. This study investigates organizational SOA adoption in South Africa and combines the perspectives of the diffusion of innovations theory and the technology-organization-environment framework into one comprehensive model of SOA adoption. In order to validate the research instrument and to gauge the state of SOA adoption, an online survey was conducted among enterprise architects in South African organizations. The survey provides insights in the perceived risks, obstacles but also expected benefits of SOA adoption. The results also highlight a number of factors significantly influencing SOA adoption in South Africa. Use of multiple standards and platforms, compatibility, top management support, good governance and strategy, adequate human and financial resources, vendor support for integration and development tools are all significant factors for a fruitful SOA implementation. Finally, all of the above adoption factors as well as cost and complexity were also found to correlate significantly with the degree of success of the SOA implementation as perceived by the IT or EA department.     

Factors driving the adoption of m-learning: An empirical study

Even if m-learning is spreading rapidly in many regions of the world, research addressing the driving factors of m-learning adoption is in short supply. Built on the Technology Acceptance Model, this paper proposes a hypothesized model of m-learning adoption. Employing structural equation modeling technology, the model was assessed based on the data collected from 230 participants using a survey questionnaire. Results indicate that perceived near-term/long-term usefulness and personal innovativeness have significant influence on m-learning adoption intention, while perceived long-term usefulness significantly affects the perceived near-term usefulness. Personal innovativeness is a predictor of both the perceived ease of use and perceived long-term usefulness as well. Of all variables, the perceived long-term usefulness contributes to the most influential predictor of m-learning adoption. The model accounts for approximately 60.8% of the variance of behavioural intention. The results indicted that offing high-quality contents complying with students’ future targets is key to the success of m-learning in China. Both theoretical and practical implications are discussed.     

User Profile Modeling in the context of web-based learning management systems

Over the past two decades, great research efforts have been made towards the personalization of e-learning platforms. This feature increases remarkably the quality of the provided learning services, since the users’ special needs and capabilities are respected. The idea of predicting the users’ preferences and adapting the e-learning platform accordingly is the focal point of this paper. In particular, this paper starts with the main requirements of an advanced e-learning system, explains the way a user navigates in such a system, presents the architecture of a corresponding e-learning system and describes its main components. Research is focused on the User Model component, its role in the e-learning system and the parameters that comprise it. In this context, Bayesian Networks are used as a tool for the encoding, learning and reasoning of probabilistic relationships, with the aim to effectively predict user preferences. In support of this vision, four different scenarios are presented, in order to test the way Bayesian Networks apply in the e-learning field.     

Migrating to internet-based e-commerce: Factors affecting e-commerce adoption and migration at the firm level

Web technology has enabled e-commerce. However, in our review of the literature, we found little research on how firms can better position themselves when adopting e-commerce for revenue generation. Drawing upon technology diffusion theory, we developed a conceptual model for assessing e-commerce adoption and migration, incorporating six factors unique to e-commerce. A series of propositions were then developed.Survey data of 1036 firms in a broad range of industries were collected and used to test our model. Our analysis based on multi-nominal logistic regression demonstrated that technology integration, web functionalities, web spending, and partner usage were significant adoption predictors. The model showed that these variables could successfully differentiate non-adopters from adopters. Further, the migration model demonstrated that web functionalities, web spending, and integration of externally oriented inter-organizational systems tend to be the most influential drivers in firms’ migration toward e-commerce, while firm size, partner usage, electronic data interchange (EDI) usage, and perceived obstacles were found to negatively affect e-commerce migration. This suggests that large firms, as well as those that have been relying on outsourcing or EDI, tended to be slow to migrate to the internet platform.     

Factors affecting female user information adoption: an empirical investigation on fashion shopping guide websites

With the prosperity of online shopping platforms, similar or even the same products tend to have a large variety of sources to be purchased from. More and more consumers seek the product information from online review websites before making a purchase, as they are willing to provide reviews or share their purchase experience. These behaviors turn the online review websites into vertical and community-based sales channels. Based on the Information Adoption Model, this study conducted an empirical investigation to analyze female users’ information adoption process when using fashion shopping guide website. The results show that information quality and source credibility have significant impact on information usefulness, which in turn contributes to information adoption. In addition, users with different levels of purchasing motivation demonstrate different dependence on information quality and source credibility.     

Inter‐university cooperative learning: an exploratory study

This paper presents some preliminary findings from continuing action research involving university students of Education and examines the creation of a community of learners through the use of electronic media for remote collaboration. The main goal of this community was the design and implementation of a Web site about the curricula content of two parallel courses. The research focussed on the evaluation of the impact of technologies on communication processes among local peers and remote peers, and on the role of experts in the learning process. Qualitative analyses were conducted on information gathered from videorecordings of local interactions, personal portfolios, and cognitive maps. Students also completed rating scales on their perceptions of desired and actual function fulfilment (direct instruction, cognitive scaffolding, and affective scaffolding) by local and remote peers and tutors in the accomplishment of goals.     

Supporting accessible hypermedia in web-based educational systems: defining an accessibility application profile for learning resources

The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.