Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning

This study aims to investigate students’ perceptions of three aspects of learning - collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students’ perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners’ attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration (capability only), SRL (capability and experience) and IS (capability, interest, and experience) in Internet-based learning than in traditional learning environments. In terms of students’ education level, graduate students perceived higher levels of capabilities and interests in some of the aspects, than undergraduate students. In addition, for Internet-based learning, significant differences in collaboration and SRL were found derived from time spent on the Internet related to learning; and students’ perceptions of collaboration, SRL, and IS were all positively correlated to students’ online course-taking experience. Implications for online learning practices and instructor’s facilitation are discussed.     

Factors affecting the implementation success of Internet-based information systems

The Internet has come to revolutionize the way in which business conducts commercial activities. In this paper, we report on the development of a model of Internet-based information systems (IIS) implementation in business-to-consumer electronic commerce based on IS implementation and technology innovation–implementation studies. Our research model suggests that eight factors, comprising the characteristics of IIS technology innovation, organizational factors, and IS related factors, affect the implementation success of IIS. IIS themselves are characterized by three dimensions: volume, sophistication, and information contents. The suggested model was empirically tested using survey results from Korean companies that have adopted IIS. The results of multivariate regression analysis reveal that compatibility and IS infrastructure are key determinants of the extent of IIS implementation (in terms of volume, sophistication, and information contents). IS expertise potentially affects the extent of IIS implementation.     

Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation

This study is one of the few attempts to investigate students’ acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students’ intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.     

The preferences toward constructivist Internet-based learning environments among university students in Taiwan

Numerous educators have proposed the development of constructivist Internet-based learning environments for students. When creating the constructivist Internet-based learning environments, it is important for researchers to be aware of students’ preferences toward these environments. Through gathering data from 659 university students in Taiwan, this study developed a questionnaire to assess students’ preferences toward constructivist Internet-based learning environments. The questionnaire, with adequate validity and reliability, included 34 items on the following seven scales: relevance, multiple sources (and interpretations), challenge, student negotiation, cognitive apprenticeship, reflective thinking and epistemological awareness. The questionnaire responses revealed that male students tended to prefer the Internet-based learning environments where they could solve challenging problems, acquire cognitive apprenticeship and guidance from experts, and promote epistemological development than did female students. The findings also suggested that, if educators intend to develop Internet-based learning environments for more academically advanced students, such as graduate students, care should be taken to create more opportunities for them to negotiate ideas, obtain proper guidance, reflect their own thoughts, and explore epistemological issues. Finally, students with more Internet experiences tended to demand more on many features of the constructivist Internet-based learning environments than those with less Internet experiences.     

Blog learning: effects of users' usefulness and efficiency towards continuance intention

Web-based learning is ubiquitous. The blog is a learning channel where learners acquire useful knowledge, to use in specific situations or in dealing with issues. These benefits may stimulate learning motivation for learners. Whether each blog learner can effectively enhance continuance learning intentions is a valuable research issue. Hence, this study proposes an extended expectation–confirmation model (ECM) that explicitly incorporates experiential learning, perceived self-efficacy, and perceived usefulness to examine blog continuance learning behavioural intentions. A survey of 318 bloggers provides strong support for the extended model. Results of the study show that these variables have a strong effect on satisfaction. This study demonstrates the blog as a good learning platform, and provides implications and recommendations resulting from the study.     

Modeling the continuance usage intention of online learning environments

This study focused on the continuance usage intention toward online learning environments and also proposed and empirically tested an integrated model to better understand the determinants of students’ continuance intention to use these environments. For this purpose, variables which may have an effect on the continuance usage intention were examined and an “online continuance usage intention model” was revealed. When the variables of the hypothetical model were determined, Technology Continuance Theory, Information Systems Success Model, Cognitive Model and Information Systems Expectation Confirmation Model have been practiced on. Empirical data from 467 public university students who had used an online learning environment for the first time were tested against the proposed research model by using path analysis. The results indicated that, confirmation of the usage of online learning environments could be explained by information quality, system quality and service quality variables. 63% of the variance of the satisfaction variable was explained by information quality, system quality, service quality, confirmation, utilitarian value, outcome expectations and perceived value. Research results confirmed the propounded constructs of Information Systems Success Model and Information Systems Expectation Confirmation Model. In line with the obtained findings and results, some of the various suggestions were provided for the next studies and implementations.     

Learning with new information technologies in schools: perspectives from the psychology of learning and instruction

Abstract  The starting point of the present paper is that the New Information Technologies can only contribute substantially to the improvement of schooling, if they are appropriately embedded in powerful learning environments. The realization of this embedding requires that inquiry and development relating to educational computing are more explicitly based on recent research on learning and instruction, because this domain of investigation has produced an empirically underpinned knowledge base that can guide and orient the design of rich and powerful computer-supported learning environments. In that perspective a series of important and relevant findings of research on learning and instruction are reviewed; they relate to the three major components of a theory of learning from instruction, namely a theory of expertise describing skilled performance in a domain, a theory of the acquisition processes required to achieve competence, and a theory of intervention strategies that are appropriate for eliciting those acquisition processes.     

Understanding use continuance in virtual worlds: Empirical test of a research model

We decided to examine why people continue to use virtual worlds by studying a real example: the popular virtual world of Second Life. This involved building and testing a model of virtual worlds based on habit from both the habit/automaticity and instant automaticity perspectives, the latter based on utilitarian and hedonic goals. The results (for a sample of 339 users) suggested that continuance intention for the virtual world was driven by perceived usefulness, enjoyment, and both perspectives of automatic behavior, which together provide considerable explanatory power for both habit and continuance intention. We conclude with implications for practice in this new area of inquiry.     

Assessing realized information systems strategy

This research developed and validated a tool to measure realized information systems strategy or existing uses of information technology in organizations. It was recognized that intended uses of technology often differ from actual uses. The objective of the study was to determine a valid and reliable way of quantifying how information technology is actually used by organizations to provide support for business operations.     

Understanding Web-based learning continuance intention: The role of subjective task value

The success of Web-based learning depends on learner loyalty, i.e., subsequent continued usage (continuance). We extended the Unified Theory of Acceptance and Use of Technology (UTAUT) by introducing components of subjective task value into a model for studying learners’ continuance intentions in Web-based learning. Based on survey data from 286 respondents, SEM was employed to assess the model. The results indicated that performance expectancy, effort expectancy, computer self-efficacy, attainment value, utility value, and intrinsic value were significant predictors of individuals’ intentions to continue using Web-based learning, while anxiety had a significant negative effect. The results suggested the beneficial effect of positive subjective task value on stimulating learners’ intentions to continue using Web-based learning, which is as important as performance expectancy and effort expectancy. Implications and limitations of our study are discussed.     

The reasons for turnover of information systems personnel

The study examines the effects of the individual characteristics, job type, role stressors, boundary spanning activities, career outcomes, and job characteristics on the turnover propensity of 464 information systems personnel. Results show that age, organizational level, organizational tenure, job tenure, and number of years in the computer field are negatively correlated with the intention to leave the organization. Education was found to be positively correlated with turnover intentions, and while project leaders are more likely to leave the organization, IS managers are less likely. Results also show that both role stressors (role ambiguity and role conflict) and boundary spanning activities are positively correlated with turnover intentions, and that job involvement, career plateau, promotability, salary, organizational commitment, job satisfaction, satisfaction with progress, promotion, pay, status, and projects are negatively correlated while career opportunity is positively correlated with turnover intentions. Finally, all job characteristics are negatively correlated with turnover intentions. Implications of the results for practice and research are offered.     

Advanced educational technologies: The learning environment

Researchers of artificial intelligence in education have been developing adaptive learning material for complex domains such as programming languages, mathematics, medicine, physics, avionics trouble shooting, pulp and paper mill factories, and electronics. The actual learning material is itself, however, only part of the total Learning Environment (LE) within which learning takes place. This paper presents an extension to the brief overview of an LE first described by Sandberg and Barnard (1993) and Sandberg (1994), and later augmented by Schneider and Peraya (1995). The LE is presented as a conceptual glue which binds several areas of research in an effort to provide a complete and cohesive environment within which the learner is central.     

Examining the integrated influence of fairness and quality on learners' satisfaction and Web-based learning continuance intention

Abstract.  As with any other information system (IS), the success of Web-based learning depends largely on user satisfaction and other factors that eventually increase users' intentions to continue using the service (continuance intention). This research integrates the IS success model and fairness theory to construct a model for investigating the motivations behind learners' intentions to continue using Web-based learning. Our model theorizes that the three dimensions of quality (i.e. information, system and service) and the three dimensions of fairness (i.e. distributive, procedural and interactional) affect learners' satisfaction. We also argue that satisfaction and the three dimensions of fairness will influence learners' intention to continue using Web-based learning. The hypothesized model is validated empirically using data collected from 289 learners of a Web-based learning service. The results show that information quality, system quality, system use, distributive fairness and interactional fairness exhibit significant positive effects on satisfaction. Also, procedural fairness and satisfaction play significant roles in shaping learners' intention to continue using Web-based learning.     

An empirical analysis of the antecedents of web-based learning continuance

Like any other product, service and Web-based application, the success of Web-based learning depends largely on learners’ satisfaction and other factors that will eventually increase learners’ intention to continue using it. This paper integrates the concept of subjective task value and fairness theory to construct a model for investigating the motivations behind learners’ intention to continue using Web-based learning. The model theorizes that four components of subjective task value (i.e., attainment, utility, intrinsic, and cost) and three dimensions of fairness (i.e., distributive, procedural, and interactional) affect learners’ satisfaction. We also argue that satisfaction and four distinct components of subjective task value influence learners’ intention to continue using Web-based learning. The hypothesized model is validated empirically using data collected from 202 learners of a Web-based learning program designed for continuing education. The results showed that attainment value, utility value, intrinsic value, distributive fairness, and interactional fairness exhibited significant positive effects on satisfaction. Utility value and satisfaction play significant roles in shaping learners’ intention to continue using Web-based learning.     

IT-based open learning: a case study in management learning

Abstract  This paper is concerned with the relationship between open learning and the use of computer mediated communications systems (CMCS) in supporting open learning. In order to illuminate this relationship, we report on a small scale trial of a model of open learning developed at Lancaster University: ITOL — Information Technology-based Open Learning. The ITOL model has successfully been applied to an M.A. in Management Learning, and through a case study approach, we discuss an evaluation of this new computer mediated M.A. and point out some of the issues that emerge in introducing CMCS into professional learning situations.     

Understanding collaborative learning activities in an information ecology: A distributed cognition account

Collaborative learning encloses a diversity of activities, interactions, and practices. Thus, designing a learning environment, potentially enhanced with technology, to support collaborative learning, is not an easy task. Using an in-class exploration involving four multidisciplinary teams, this research seeks to understand collaborative design activities within “InfoSpace” – an information ecology. That is, a collocated space enriched with a multiple interlinked heterogeneous technologies. The aim of the study is to explore how an information ecology works as an integrated cognitive system, through the lenses of distributed cognition. Through the analysis we constructed a detailed account of the information flow, physical layout and artefact models. We claim that distributed cognition framework can provide a lens for understanding interactions among learners, tasks, and tools in collocated technology enhanced learning environments. Furthermore, the analysis provides valuable insights on how the design of the information ecology supports collaboration and coordination.     

An integrated approach toward strategic information systems planning

Within the competitive global environment, information has become a key resource for increasing a corporation's competitiveness by changing the nature or conduct of business. Accordingly, corporations are now seeking a method for information systems planning to maximize their strategic effectiveness.Strategic Information Systems Planning (SISP) refers to the process of creating a portfolio for the implementation and use of IS to maximize the effectiveness and efficiency of a corporation, so that it can achieve its objectives. An investigation of SISP, however, showed that only 24% of planned applications were actually developed (Int. J. Comput. Appl. Technol., 8 (1995), 61; MIS Quarterly, September (1988), 445). This figure clearly shows that enhancements are required for current SISP processes. In particular, this paper focuses on SISP methodologies, which provide support for overall SISP processes.The paper initially identifies four general SISP methodology problems: lack of support for Information Technology Architecture, under-emphasis on information technology opportunities, duration of SISP, and lack of support for business process reengineering. Next, it proposes an integrated SISP methodology which solves the above problems while retaining the advantageous qualities of current SISP methodologies. Finally, a case study is added to show how the methodology actually works in practice.     

Extending the two‐stage information systems continuance model: incorporating UTAUT predictors and the role of context

This study presents two extensions to the two‐stage expectation‐confirmation theory of information systems (IS) continuance. First, we expand the belief set from perceived usefulness in the original IS continuance model to include three additional predictors identified in the unified theory of acceptance and use of technology, namely effort expectancy, social influence and facilitating conditions. Second, we ground the IS continuance model in the context of transactional systems that involve transmission of personal and sensitive information and include trust as a key contextual belief in the model. To test the expanded IS continuance model, we conducted a longitudinal field study of 3159 Hong Kong citizens across two electronic government (e‐government) technologies that enable citizens' access to government services. In general, the results support the expanded model that provides a rich understanding of the changes in the pre‐usage beliefs and attitudes through the emergent constructs of disconfirmation and satisfaction, ultimately influencing IS continuance intention. Finally, we discuss the theoretical and practical implications of the expanded model.     

Extended conceptualisation of perceived usefulness: empirical test in the context of information system use continuance

A technology or an information system provides value to its users. Technology Acceptance Model (TAM) successfully operationalised such value as the degree that a system can improve users' job performance. The proposed construct, perceived usefulness, has been proved to be the most important factor for technology adoption. However, many scholars have called for further theoretical development to enrich this critical construct but not much effort has been put forward (Bagozzi, R.P., 2007. The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8 (4), 244–254; Benbasat, I. and Barki, H., 2007. Quo vadis, TAM? Journal of the Association for Information Systems, 8 (4), 212–218). To respond to this call on deepening the conceptualisation of perceived usefulness, this article argues that system usefulness can be formulated beyond job performance improvement and explores several additional usefulness constructs based on well-established management concepts and human need theory. The information system (IS) use continuance model (Bhattacherjee, A., 2001. Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25 (3), 351–370) has been adopted as the theoretical foundation of this study because certain types of system usefulness can be recognised only in a use continuance stage. The empirical results of the research have validated most of the proposed constructs. Significant contributions to research and practice are identified and discussed.