The drivers for cloud-based virtual learning environment

Abstract

Purpose -The purpose of this paper is to verify the moderating effects of school category based on the self-determination theory (SDT) in cloud-based virtual learning environment (VLE) acceptance. Design/methodology/approach -Two phases of national surveys were conducted using a random sampling technique. The research model was tested empirically using 608 samples of primary and secondary school teachers. Findings -The full model supports significant effects of autonomy, competence, and relatedness on trust, knowledge sharing attitude and behavioral intention except the autonomy-attitude and relatednessbehavioral intention relationships. In primary school, 61, 24.1, 52.1, and 41.1 percent of variances whereas, in secondary school, 57.4, 31.5, 48.6, and 37.5 percent of variances in instructional effectiveness, behavioral intention, knowledge sharing attitude, and trust in VLE website were explained. There are significant moderating effects of category of school in all causal relationships except the autonomy-knowledge sharing attitude relationship. Practical implications -There are several useful theoretical and practical implications for scholars and practitioners including Ministry of Education, FrogAsia, etc. Social implications -The findings may enhance education quality for societal change. Originality/value -Unlike most studies which focused on TAM, UTAUT, etc., this study investigated the effects of SDT on attitude in sharing knowledge, trust in website and instructional effectiveness. Instead of studying gender differences, this study examined the school category differences.

Impact of security on wallet adoption: multiple and serial mediating roles of trust and attitude and gender as a moderator

“…To test the moderating effects of gender (H10a-H10c), we first conducted the Levene’s test of equality of variance to assess homogeneity of variance between the two subsamples, i.e. males and female (Teck Soon et al. , 2017).…”

“…To test the moderating effects of gender (H10a-H10c), we first conducted the Levene's test of equality of variance to assess homogeneity of variance between the two subsamples, i.e. males and female (Teck Soon et al, 2017). In addition, as suggested by Chan et al (2015), we conducted t-test to compare the results between the two subsamples using the T-statistics equation as given below:…”

The Capability of E-reviews in Online Shopping. Integration of the PLS- SEM and ANN Method

“…Due to the data for the exogenous and endogenous variables being gathered from a single source, common method bias has a possibility to emerge. To address this issue, both procedural and statistical procedures were used in this research data analysis (Leong et al, 2018;Teck Soon & Sharifah, 2017). Firstly, for procedural-wise, there was insurance that respondents' identities remained anonymous, and the responses would not be judged as true or false, thus they only needed to answer candidly to all the questions.…”

Intention of learners to continue online learning using the extended TAM framework

“…Teck Soon and Kadir [26] The model demonstrates that factors such as autonomy, competence and relatedness each have substantial bearings on factors such as trust, attitude towards knowledge sharing and behavioural intention. 6 Lee et al [17] According to the findings, instructor characteristics and instructional materials are determinants of e-learning's usefulness while perceived usefulness and fun are predictors of e-learning's perceived usefulness.…”