The influence of system characteristics on e-learning use

Pituch, Keenan A.; Lee, Yao-Kuei

doi:10.1016/j.compedu.2004.10.007

Cited by 689 publications

(582 citation statements)

References 37 publications

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“…Therefore, the higher the quality and reliability in IT, the higher the learning effects will be (16) . Also previous studies confirmed that the more learners' perceive usefulness and ease of use in courses delivering media, such as course websites and file transmitting software, the more positive their attitudes are toward e-Learning, consequently improving their learning experiences and satisfaction, and increasing their chances for using e-learning in the future (2,13,24) . Learner perceived usefulness in an e-learning system is defined as the perception of degrees of improvement in learning effects because of adoption of such a system.…”

Section: Introductionmentioning

confidence: 61%

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

Ali

2012

IJLD

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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

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Section: Introductionmentioning

confidence: 61%

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

Ali

2012

IJLD

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“…Notably, professional accounting bodies such as the Association of Chartered Certified Accountants (ACCA) and public universities in Malaysia are aggressively promoting the use of web-based learning or electronic learning (e-learning) for continuous professional development and distance education. However, Pituch and Lee (2006) asserted that the benefits of an e-learning system will not be maximized unless learners use it. Indeed, the success of the e-learning will hinge not only on the users' technology acceptance of an e-learning system, but also their state of technology readiness, internet self-efficacy and prior ICT experience, among others.…”

Section: Introductionmentioning

confidence: 99%

Technology readiness, internet self‐efficacy and computing experience of professional accounting students

Lai

2008

Campus-Wide Information Systems

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ArticleTechnology readiness, internet self-efficacy and computing experience of professional accounting students Purpose -This study aims to assess the state of technology readiness of professional accounting students in Malaysia, to examine their level of internet self-efficacy, to assess their prior computing experience, and to explore if they are satisfied with the professional course that they are pursuing in improving their technology skills. Design/methodology/approach -A questionnaire was developed to collect data. The questionnaire was posted to the first 500 students registered for the Malaysian Institute of Certified Public Accountants' advanced stage examination in December 2005. A total of 110 usable questionnaires were used for data analysis.Findings -Based on the technology readiness index of Parasuraman and Rockbridge Associates Inc., the survey found that professional accounting students were neither highly techno-ready nor highly techno-resistant towards new technologies. The respondents were then classified into five categories, explorers (5 percent), pioneers (42 percent), skeptics (38 percent), paranoids (13 percent), and technology laggards (2 percent). Overall, the survey found that the respondents had moderate level of internet self-efficacy and computing experience. Practical implications -This study provides important insights for professional accounting bodies to intensify information communication technology (ICT) integration into accounting education curriculum and assessment policies. Accounting educators need to be innovative in teaching and in assessment strategies to integrate ICT effectively in campus. Originality/value -Scholarly study of professional accounting students and ICT is scant; this paper emerged to fill up a knowledge gap.

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“…For instance, an empirical study found that student perceptions of the usefulness and ease of use of the technological platform underpinned their adoption of online learning (Pituch & Lee, 2006). By contrast, the adoption did not relate to the amount of experience or familiarity that students had with online technology.…”

Section: Perceived Ease Of Use Of Online Technologymentioning

confidence: 99%

The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning

Lee

Faulkner

2011

E-Learning and Digital Media

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Despite its proliferation in higher learning institutions, e-learning has been criticised as being nothing more than trivial online conversations, or a mere means of delivering class materials electronically. If e-learning is to address such criticisms and become an effective pedagogical platform, educators need to identify elements critical to the success of e-learning. A well-known framework for studying e-learning as a pedagogical platform is the community of inquiry (COI) model. In this study, the authors develop a conceptual COI model to propose that while satisfactory e-learning experience stems from the interactions among three presences -social, cognitive, and teaching -the relative influences of the presences on e-learning experience are moderated by five extrinsic factors: content richness, perceived ease of use of e-learning platform, type of curriculum, teaching orientation, and participant age. They argue that this extended and more comprehensive COI framework would help educators better understand e-learning's use as an effective pedagogical platform.

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The influence of system characteristics on e-learning use

Cited by 689 publications

References 37 publications

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

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

Technology readiness, internet self‐efficacy and computing experience of professional accounting students

The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning

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