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

Chiu, Chao‐Min; Chiu, Chao-Sheng; Chang, Hae‐Ching

doi:10.1111/j.1365-2575.2007.00238.x

Cited by 283 publications

(236 citation statements)

References 59 publications

Supporting

Mentioning

191

Contrasting

Unclassified

Order By: Relevance

“…Perceived quality affects students' satisfaction positively, which has been validated in some literatures (Chiu et al 2007;Lu and Chiou 2010;Zhao et al 2012). What concerned in this study is whether or not perceived MSNS quality will put a positive effect on satisfaction in the context of u-learning, hence, the hypothesis is put forward as follows:…”

Section: Research Model and Hypothesesmentioning

confidence: 98%

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

Wang

2014

J. Comput. Educ.

View full text Add to dashboard Cite

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.

show abstract

Section: Research Model and Hypothesesmentioning

confidence: 98%

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

Wang

2014

J. Comput. Educ.

View full text Add to dashboard Cite

show abstract

“…In other words, system and multimedia quality seem to enhance learners' positive attitudes toward e-learning. E-learning studies that applied the information system (IS) success model found that system quality and information quality significantly influence learner satisfaction (37)(38) . Ozkan and Koseler (2009) (18) found that system quality increased the effectiveness of learning management systems while content quality created value and learner satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia

Ali

2012

IJLD

View full text Add to dashboard Cite

Background; the use of information technology and the internet as teaching and learning tool is rapidly expanding into today's learning environments. Education institutions in the Kingdom of Saudi Arabia (KSA) are preparing students for a rapidly changing information and technology driven world. The KSA needs graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning. Since e-learning is conducted using the Internet and World Wide Web, the learning environment becomes more complicated. Students' initial perceived satisfaction with technology-based e-learning will determine whether they will use the system continually. So this study aimed to assess perceived e-learner satisfaction and investigate the preceding factors influence on nursing students' satisfaction with e-learning experience in King Khalid University. Subjects: A convenience sample of 135 female nursing students affiliated to University Center for Female Studies, King Khalid University was enrolled in this study. Tool: data were collected by using three tools. The first was concerned with collecting data related to sample characteristics, the second concerned with identifying the factors that may affect the e-learner satisfaction with e-learning. The third concerned with measuring the learner satisfaction with e-learning. Results; revealed that 61.5% of participant students were unsatisfied with their e-learning experience and learner attitude towards computer, learners' computer anxiety, e-learning course flexibility, e-learning course quality, technology quality, perceived usefulness, perceived ease of use, diversity in assessment, and learner perceived interaction with others were the critical factors affecting learners' perceived satisfaction. Recommendation &implications: Helping students build their confidence in using computers

show abstract

“…Using data collected from 202 learners of a Web-based learning program designed for continuing education, the results showed that utility value and satisfaction play significant roles in shaping learners' intention to continue using Web-based learning. A similar study examines the integrated influence of fairness and quality on learners' satisfaction and Web-based learning continuance intention (Chiu, Chiu, & Chang, 2007). This research theorizes that the three dimensions of quality (information, system, and service) and the three dimensions of fairness (distributive, procedural, and interactional) affect learners' satisfaction.…”

Section: Online Learning Continuance Intentionmentioning

confidence: 99%

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Brahmasrene

Lee

2012

IJIKM

View full text Add to dashboard Cite

This paper examines the determinants of intent to continue using online learning. The success of online learning programs depends not only on students' satisfaction but also their intent to continue using it. Unlike the recent research under this topic, its antecedent model consists of the following three components that affect learners' intent to continue using online learning: perceived social ability, online learning readiness, and perceived usefulness. Eight hundred and seventy-two samples collected from students in online business classes from two universities in the United States and South Korea were analyzed using factor analysis, structural equation model techniques, and independent sample t-statistics. Perceived social ability, online learning readiness, and perceived usefulness are significant predictors of intent to continue using online learning in both groups. However, there is a significant difference between these groups in terms of online learning readiness and perceived usefulness of online learning systems.

show abstract

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

Cited by 283 publications

References 59 publications

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

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

Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Contact Info

Product

Resources

About