Cultural impacts on e-learning systems' success

Abstract

E-learning systems are enablers in the learning process, strengthening their importance as part of the educational strategy. Understanding the determinants of e-learning success is crucial for defining instructional strategies. Several authors have studied e-learning implementation and adoption, and various studies have addressed e-learning success from different perspectives. However, none of these studies have verified whether students' cultural characteristics, such as individualism versus collectivism (individualism/collectivism), play a determinant role in the perceived e-learning success. This study provides a deeper understanding of the impact of students' cultural characteristics, for individualism/collectivism, on the perceived outcomes of e-learning systems use. This study proposes an e-learning systems success model that includes a cultural construct, individualism/collectivism. This paper reports an empirical study developed through an electronic survey distributed to higher education students belonging to various learning levels and from various universities. The study applies quantitative methods to obtain results. Our findings demonstrate that learners' perceived individual impact is positively influenced by their satisfaction and e-learning systems' use.Results demonstrate the determinant role of individualism/collectivism on individual and organizational impacts. Students influenced by collective culture perceive more individual and organizational impacts than individualistic culture students. Individualism/collectivism also moderates the users' perceived satisfaction on individual impact, and from individual impacts to organiza-tional impacts. The result shows that for the students with a stronger individualistic culture, satisfaction plays a central role in the way they assess the individual impacts, and individual impacts on organizational impacts. This empirical research discusses the theoretical and practical implications.

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

“…Another study conducted by Islam (2013) in Finland, the author found that the students were mainly using the web-based learning system to download their course materials and submitting their assignments only. Furthermore, recent studies have shown that web-based learning system implementation is not simply a technological solution but also a process of many different factors, such as social factors (Tarhini, Hone, & Liu, 2014b;Aparicio, Bacao, & Oliveira;, organizational such as Facilitating Conditions (FCs) and individual factors such …”

Adapting Performance And Emotional Support Feedback To Cultural Differences

“…A mixed design was used -one group of participants saw all the low stories, and the other saw all the high stories 1 . Within these groups, each participant saw five stories, one from each cultural dimension.…”

“…In this paper, we are particularly interested in adapting feedback to learners' cultural backgrounds. Cultural background has been shown to be important in the acceptance of user interfaces [17,10], information systems [2], and e-learning systems [1]. Researchers have highlighted that learners' cultural backgrounds affect their behaviours when using educational systems.…”

Analisis Tematik Faktor-Faktor yang Mempengaruhi Keberhasilan Siswa dalam Pembelajaran Sains

“…Hasil-hasil kajian sebelumnya juga memperkuat bahwa prose penggunaan metode belajar dan analisis pembelajaran yang menggunakan pendekatan teknologi memungkinkan anak untuk tertarik ikut serta dan memberikan kemudahan bagi guru sebagai fasilitator dalam melakukan evaluasi kedepannya (Ramdani, Widyastuti, & Ferdian, 2018;Wulan & Isnaeni, 2018). (Aparicio, Bacao, & Oliveira, 2016;Frijns, Dodd, & Cimerova, 2016;Legare & Nielsen, 2015;Mccrink & Shaki, 2016).…”