Understanding e-learning continuance intention in the workplace: A self-determination theory perspective

Based on self-determination theory (SDT), this study proposed an extended Technology Acceptance Model (TAM) in the context of e-learning service. In the proposed model perceived usefulness, perceived playfulness and perceived ease of use are predicted to be influenced by perceived autonomy support, perceived competence and perceived relatedness. Although TAM has received fairly extensive attention in prior research, this study is one of the first to examine the effects of motivational factors affecting TAM constructs. The results show that applying SDT to e-learning in a work setting can be useful for predicting continuance intention.     

The role of task-technology fit as users’ motivation to continue information system use

In this study, we extend and combine the post-acceptance model (PAM), proposed by Bhattacherjee [Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation–confirmation model. MIS Quarterly, 25(3), 351–370], with aspects of Goodhue and Thomson’s theory of task-technology fit (TTF). The original PAM emphasizes cognitive beliefs and user feelings as factors that may influence a person’s intention to continue to use an information system (IS). The variables added from TTF are task-technology fit and utilization. The sample consists of data that measure use and use-related aspects of an e-learning tool among university college teachers. Using structural equation modeling, results indicate that variables from TTF as well as variables from PAM explain users’ IS continuance intention. As a result of these findings, we propose the existence of two different and autonomous paths from the independent variables to the dependent variable of IS continuance intention. These two paths are: a work system-centric path through utilization of the information system, and an IT-centric path through user satisfaction.     

Knowledge-sharing in virtual communities: familiarity,anonymity and self-determination theory

Although the role of motivation has been emphasised in knowledge-sharing literature, traditional motivation theories, such as self-determination theory (SDT), have not been actively used as a research framework in knowledge-sharing research. The purposes of this study are twofold. The first objective is to propose a model, based on SDT, to test the effect of the three basic psychological needs – perceived competence, perceived autonomy and perceived relatedness – on knowledge-sharing behaviours in virtual communities. The second objective is to explore the effects of familiarity and anonymity on the basic psychological needs to better understand individuals’ knowledge-sharing behaviours in virtual communities. The results show that perceived competence and perceived relatedness influence knowledge-sharing behaviours in virtual communities; however, perceived autonomy does not influence knowledge-sharing behaviours; familiarity influences positively perceived competence and perceived relatedness, and anonymity influences negatively perceived autonomy and perceived relatedness.     

A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types

Existing literature in the field of e-learning technology acceptance reflects a significant number of independent studies that primarily investigate the causal relationships proposed by technology acceptance theory, such as the technology acceptance model (TAM). To synthesize the existing knowledge in the field of e-learning technology acceptance, we have conducted a systematic literature review of 42 independent papers, mostly published in major journals. Furthermore, in order to view the research context by combining and analyzing the quantitative results of the reviewed research studies, a meta-analysis of the causal effect sizes between common TAM-related relationships was conducted. The main findings of this study, which is the first of its kind, are: (1) TAM is the most-used acceptance theory in e-learning acceptance research, and (2) the size of the causal effects between individual TAM-related factors depends on the type of user and the type of e-learning technology. The results of the meta-analysis demonstrated a moderating effect for user-related factors and technology-related factors for several evaluated causal paths. We have gathered proof that the perceived ease of use and the perceived usefulness tend to be the factors that can influence the attitudes of users toward using an e-learning technology in equal measure for different user types and types of e-learning technology settings.     

The role of perceived organizational support,distributive justice and motivation in reactions to new information technology

Despite tremendous investments in information technology (IT), many technological interventions in organizations fail because employees do not fully accept and use IT. The present study explored how perceived organizational support and distributive justice affect employee reactions to new IT from a motivational point of view. Self-determination theory was used to understand how different motivational styles, varying in degree of self-determination, mediate the relationship of perceived organizational support and distributive justice with reactions to new IT. Results showed that perceived organizational support and distributive justice were associated with intrinsic and identified motivation to use the IT, but only POS was related to enjoyment and acceptance of the IT. Intrinsic and extrinsic motivation were both associated with IT usage, but IT usage was associated with enjoyment and acceptance only when people were intrinsically motivated. Intrinsic motivation also mediated the effects of POS on enjoyment and acceptance. Moreover, intrinsically motivated users were less likely to use a paper-based appointment booking alternative than those who were not. Implications for managing IT implementations are discussed.     

Investigating the relations between motivation,tool use,participation, and performance in an e-learning course using web-videoconferencing

Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students’ motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N = 110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students’ tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.     

Design a personalized e-learning system based on item response theory and artificial neural network approach

In web-based educational systems the structure of learning domain and content are usually presented in the static way, without taking into account the learners’ goals, their experiences, their existing knowledge, their ability (known as insufficient flexibility), and without interactivity (means there is less opportunity for receiving instant responses or feedbacks from the instructor when learners need support). Therefore, considering personalization and interactivity will increase the quality of learning. In the other side, among numerous components of e-learning, assessment is an important part. Generally, the process of instruction completes with the assessment and it is used to evaluate learners’ learning efficiency, skill and knowledge. But in web-based educational systems there is less attention on adaptive and personalized assessment. Having considered the importance of tests, this paper proposes a personalized multi-agent e-learning system based on item response theory (IRT) and artificial neural network (ANN) which presents adaptive tests (based on IRT) and personalized recommendations (based on ANN). These agents add adaptivity and interactivity to the learning environment and act as a human instructor which guides the learners in a friendly and personalized teaching environment.     

Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation

There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners’ satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners’ perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.     

The role of scaffolding and motivation in CSCL

Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles.     

Motivation in online learning: Testing a model of self-determination theory

As high attrition rates becomes a pressing issue of online learning and a major concern of online educators, it is important to investigate online learner motivation, including its antecedents and outcomes. Drawing on Deci and Ryan’s self-determination theory, this study proposed and tested a model for online learner motivation in two online certificate programs (N = 262). Results from structural equation modeling provided evidence for the mediating effect of need satisfaction between contextual support and motivation/self-determination; however, motivation/self-determination failed to predict learning outcomes. Additionally, this study supported SDT’s main theorizing that intrinsic motivation, extrinsic motivation, and amotivation are distinctive constructs, and found that the direct effect and indirect effects of contextual support exerted opposite impacts on learning outcomes. Implications for online learner support were discussed.     

The roles of intrinsic motivators and extrinsic motivators in promoting e-learning in the workplace: A case from South Korea

Acceptance of e-learning by employees is critical to the successful implementation of e-learning in the workplace. To explain why employees might accept the e-learning technology, motivational factors must be considered. Although the Unified Theory of Acceptance and Use of Technology (UTAUT) has identified many variables to understand employees’ motivation to use e-learning, current literature cannot conclude the roles of extrinsic and intrinsic motivators in the technology adoption process. Consequently, organizations often overestimate the effects of extrinsic motivators in promoting e-learning while ignoring employees’ intrinsic motivation. To examine the effect difference between the two motivational factors, this study surveyed 261 employees in a food service company in South Korea with the UTAUT instrument. Upon analyzing 226 valid cases with LISREL, the findings revealed that intrinsic motivators (effort expectancy, attitudes, and anxiety) affected employees’ intention to use e-learning in the workplace more strongly than did the extrinsic motivators (performance expectancy, social influence, and facilitating conditions). Furthermore, the effects of intrinsic motivators mediated the effect of extrinsic motivators. Implications of this study are important for both researchers and practitioners.     

The paradoxical effects of legal intervention over unethical information technology use: A rational choice theory perspective

While the IS literature offers rich insights into the kinds, causes and consequences of unethical information technology use (UITU), we know little about the degree to which legal intervention may mitigate UITU. Our research aims at understanding how legal intervention could mitigate UITU by influencing the cost-benefit analysis in determining the decision to commit such unethical use of IT. Our contributions are twofold. First, we provide testable propositions on the role of legal intervention. Second, we offer an innovative take on intervention – conceived as a multi-mechanism process that adapts to UITU as well as to the way IT users negotiate the IT artifact.     

Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems

This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system’s components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers’ adoption of new tools and students’ learning outcomes) have also been used to complement the data.     

The impact of primary school teachers’ educational beliefs on the classroom use of computers

For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.     

Exploring academic teachers’ continuance toward the web-based learning system: The role of causal attributions

The Expectation Confirmation Model (ECM) is a popular model used to explain the continuance of information system usage. However, past studies have found that the ECM, based on extrinsic motivations (e.g. perceived usefulness, user satisfaction), has limitations insofar as people often have both intrinsic and extrinsic motivations simultaneously. This study used the belief of causal attributions to extend the ECM and verify it in a web-based learning system (WLS) context. Nine hypotheses were derived from the modified ECM. Empirical data were collected by a mail survey from faculty with experience of WLS in Taiwanese universities. The final sample used for further analysis comprised of 144 respondents. The results revealed that the modified ECM has greater power to explain the continued intention of WLS usage even if the effects of user satisfaction and perceived usefulness on continued intention are reduced.     

Students’ expectations of,and experiences in e-learning: Their relation to learning achievements and course satisfaction

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.     

Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and their typical approach to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: ‘computers as an information tool’, ‘computers as a learning tool’ and ‘basic computers skills’. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point at a specific relationship between teachers’ belief profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.     

Why men and women continue to use social networking sites: The role of gender differences

Organizations increasingly use social media and especially social networking sites (SNS) to support their marketing agenda, enhance collaboration, and develop new capabilities. However, the success of SNS initiatives is largely dependent on sustainable user participation. In this study, we argue that the continuance intentions of users may be gender-sensitive. To theorize and investigate gender differences in the determinants of continuance intentions, this study draws on the expectation-confirmation model, the uses and gratification theory, as well as the self-construal theory and its extensions. Our survey of 488 users shows that while both men and women are motivated by the ability to self-enhance, there are some gender differences. Specifically, while women are mainly driven by relational uses, such as maintaining close ties and getting access to social information on close and distant networks, men base their continuance intentions on their ability to gain information of a general nature. Our research makes several contributions to the discourse in strategic information systems literature concerning the use of social media by individuals and organizations. Theoretically, it expands the understanding of the phenomenon of continuance intentions and specifically the role of the gender differences in its determinants. On a practical level, it delivers insights for SNS providers and marketers into how satisfaction and continuance intentions of male and female SNS users can be differentially promoted. Furthermore, as organizations increasingly rely on corporate social networks to foster collaboration and innovation, our insights deliver initial recommendations on how organizational social media initiatives can be supported with regard to gender-based differences.     

“I want to be different from others in cyberspace” The role of visual similarity in virtual group identity

The present study investigated the impact of the visual similarity shared among virtual group members on group identity and conformity. In achieving this goal, the current study distinguished the similarity coming from being in the same experimental group (i.e., transient group membership) and the similarity coming from the same social group membership (i.e., lasting group membership), in response to the critique that these two group memberships have not been set apart in previous computer-mediated group research. The current study also attended to the fact that previous research on computer-mediated groups restricted personality traits that might have affected group identity formation and conformity in virtual groups. In response to this constraint, the present study included participants’ needs to be different from others (NFU) and needs for inclusion (ISC) to a hypothesized path model that was founded on the SIDE model. Furthermore, the author examined whether the same hypothesized path model could uphold across the differentiated levels of similarity shared among group members.     

The role of experience and innovation characteristics in the adoption and continued use of e-learning websites

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.