Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit

Lin, Wen Ting; Wang, Chun-Hsien

doi:10.1016/j.compedu.2011.07.008

Cited by 370 publications

(366 citation statements)

References 35 publications

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“…The technology acceptance model's (TAM) (Davis, 1989) perceived ease of use and perceived usefulness as extrinsic motivational factors are well supported across a wide range of studies, and recent studies have also highlighted the importance of intrinsic motivators such as enjoyment and self-efficacy (Giesbers, Rienties, Tempelaar, & Gilselaers, 2013;Park, Nam, & Cha, 2012;Turel, Serenko, & Giles, 2011;Yoo, Han, & Huang, 2012). One of the key phases of the system development life cycle is system design, and systems with a high quality of functionalities were deemed pivotal towards ensuring success of information system adoption (DeLone & McLean, 2003;Detlor, Hupfer, Ruhi, Zhao, 2013;Lin & Wang, 2012). Cultural influences are gaining recognition in the field of system acceptances studies, with uncertainty avoidance (UA) from national cultural dimension theory (Hofstede, Hofstede, & Minkov, 2010) proving to be an important determinant of technology acceptances studies (Hwang & Lee, 2012;Yoo & Huang, 2011).…”

Section: Research Objectivementioning

confidence: 97%

“…Lin and Wang (2012) study integrated the Delone and Mclean's IS success model and TAM, and findings reported both information quality and usefulness as significant predictors of e-learning acceptance. System and content quality were also identified as significant predictors of e-government services acceptance (Tan, Benbasat, & Cenfetelli, 2013).…”

Section: Delone and Mclean Information System (Is) Success Modelmentioning

confidence: 99%

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Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Gan

Balakrishnan

2017

AJET

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The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has four main antecedents of behavioural intention: system perception, intrinsic motivation, system and information quality, and uncertainty avoidance. Sample data was collected from 396 tertiary students in Malaysia. Results from structural equation modelling on the sample indicated that behavioural intention was significantly influenced by system and information quality, followed by intrinsic motivation, and uncertainty avoidance. System perception was not significantly predictive of behavioural intention. The proposed framework explained 54% of the variance in behavioural intention of mobile technology use in lecture classes. The study findings are indicative of the importance of system development efforts to ensure overall quality system design. The findings further suggest that mobile technology may serve as a tool to facilitate interaction among students and lecturers in large lecture classes.

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Section: Research Objectivementioning

confidence: 97%

Section: Delone and Mclean Information System (Is) Success Modelmentioning

confidence: 99%

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Gan

Balakrishnan

2017

AJET

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“…Continuous use, also understood as users' retention, is important to the success of innovative tools and systems (Bhattacherjee 2001;Chang et al 2013;Lee 2010;Liang et al 2013;Limayem and Cheung 2008;Lin 2011;Lin et al 2011;Lin and Wang 2012;Shin et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use

Wang

2014

J. Comput. Educ.

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Mobile Social Network Site (MSNS) is introduced into teaching and learning as a kind of innovative pedagogical tool, called MSNS-based ubiquitous learning, which allows students to learn at anytime and anywhere. Continuous use is the success of an innovative tool. Nevertheless, several previous studies have indicated factors and mechanism affecting students' continuance intention in the context of MSNS-based ubiquitous learning. In this study, a behavioral model based on "cognitionaffect-conation" framework is proposed to interpret factors' impacts on students' continuance intention, along with the clarification of the mechanism. Both qualitative (focus group interview) and quantitative (survey) methods are employed in this study. Confirmatory factor analysis, hierarchical confirmatory factor analysis, and full model of structural equation modeling are applied to validate the research model and hypotheses. Results reveal that perceived convenient function, teachers' participation, interaction expansion, course content fit, and information richness are reflective constructs to the perceived quality of a MSNS-based pedagogy, which put impacts on students' continuance intention through perceived value and users' satisfaction, perceived value mediates the impact of perceived quality of an MSNS on satisfaction, and satisfaction also mediates the impact of perceived value on continuance intention.

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“…Especially since this learning mode is not being analysed from both the standpoint of adults in higher education (Broek & Hake, 2012) and in organisations (Frerichs, Lindley, Aleksandrowicz, Baldauf, & Galloway, 2012). Moreover, this is happening within an economic and social context that changes how career development is managed (Barabasch, Merrill, & Zanazzi, 2015), and where students have the possibility to choose between face-to-face or e-learning systems, according to several successful factors and research approaches that do not include employability outcomes (Broadbent & Poon, 2015;Lin & Wang, 2012;Mohammadi, 2015).…”

Section: Formal Lifelong E-learning For Employability and Job Stabilimentioning

confidence: 99%

Formal Lifelong E-Learning for Employability and Job Stability During Turbulent Times in Spain

Martínez-Cerdá

Torrent‐Sellens

2017

IRRODL

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In recent decades, international organizations have developed initiatives that incorporate lifelong learning as a tool to increase the employability of citizens. In this context, the goal of this research is inferential judgements based on the empirical results, it is shown that one of the most important factors for estimating employability in times of economic crisis has to do with lifelong e-learning.Moreover, formal e-learning activities can be a strategy for obtaining better job stability.

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Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit

Cited by 370 publications

References 35 publications

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use

Formal Lifelong E-Learning for Employability and Job Stability During Turbulent Times in Spain

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