MIDTERM ASSIGNMENT
Previous: Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile
Learning Continuance Intention (MLCI)
(Authors: Rui-Ting Huang1, Chia-Hua Hsiao2, Tzy-Wen Tang1, and Tsung-Cheng Lien1
Source : International Review of Research in Open & Distance Learning, 15(3), 140-156.
2014, 15, 3, Governors of Athabasca University)
Now: e-Learning continuance intention: Moderating effects of user e-learning experience
(Authors: Lin, Kan-Min1 linmin@teamail.ltu.edu.tw
Source : Computers & Education. Feb 2011, Vol. 56 Issue 2, p515-526. 12p.)
Research design:
This study explores the determinants of the e-learning continuance intention of users with
different levels of e-learning experience and examines the moderating effects of e-learning
experience on the relationships among the determinants. The research hypotheses are
empirically validated using the responses received from a survey of 256 users.
It proposes a model based on a negative critical incidents perspective for exploring the
factors influencing users’continuance intention in the e-learning environment and for
establishing the moderating effects of the users’previous learning experience. Regarding
its managerial implications, the present findings are of value to administrators seeking
to understand the perceptions, problems, and requirements of users with different levels
of e-learning experience and to design programs to meet their individual needs.
The refined model comprises six constructs: (1) frequency of negative critical incidents
(NCI), (2) quality attributes cumulative satisfaction (QAS), (3) perceived ease of use (PEU),
(4) perceived usefulness (PU), (5) attitude (ATT), and (6) continuance intention (CI).
To explore the moderating effects of learning experience by testing the following
hypotheses.
H1a. In both groups (i.e., Group A and Group B), the frequency of negative critical incidents
has a direct and negative effect on quality attributes cumulative satisfaction.
H1b. The effect of the frequency of negative critical incidents on quality attributes
cumulative satisfaction is significantly different between the two groups.
H2a. In both groups, the frequency of negative critical incidents has a direct and negative
effect on perceived ease of use of the e-learning service.
H2b. The effect of the frequency of negative critical incidents on perceived ease of use
of the e-learning service is significantly different between the two groups.
H3a. In both groups, the frequency of negative critical incidents has a direct and negative
effect on perceived usefulness of the e-learning service.
H3b. The effect of the frequency of negative critical incidents on perceived usefulness of
the e-learning service is significantly different between the two groups.
H4a. In both groups, perceived ease of use of the e-learning service has a direct and positive
effect on perceived usefulness of the e-learning service.
H4b. The effect of perceived ease of use of the e-learning service on perceived usefulness
of the e-learning service is significantly different between the two groups.
H5a. In both groups, perceived ease of use of the e-learning service has a direct and positive
effect on attitudes toward the e-learning service.
H5b. The effect of perceived ease of use of the e-learning service on attitudes toward the
e-learning service is significantly different between the two groups.
H6a. In both groups, perceived usefulness of the e-learning service has a direct and positive
effect on attitudes toward the e-learning service.
H6b. The effect of perceived usefulness of the e-learning service on attitudes toward the
e-learning service is significantly different between the two groups.
H7a. In both groups, quality attributes cumulative satisfaction has a direct and positive
effect on attitudes toward the e-learning service.
H7b. The effect of quality attributes cumulative satisfaction on attitudes toward the
e-learning service is significantly different between the two groups.
H8a. In both groups, quality attributes cumulative satisfaction has a direct and positive
effect on continuance intention of the e-learning service.
H8b. The effect of quality attributes cumulative satisfaction on continuance intention of
the e-learning service is significantly different between the two groups.
H9a. In both groups, attitudes toward the e-learning service have a direct and positive effect
on continuance intention of the e-learning service.
H9b. The effect of attitudes toward the e-learning service on continuance intention of the
e-learning service is significantly different between the two groups.
The design of the instructional content is typically the focal point in attempting to
enhance user acceptance of e-learning, the present results suggest that the ease of use of
the learning platform, and the quality and clarity of the associated user guides, are of
greater importance in attracting and retaining less experienced users.
Research method
Previous: The data of the study were collected via a pencil and paper survey. There were
245 and 247 male and female participants respectively. A 7-point Likert scale was used to
measure the level of agreement of each construct. Items which measured learners’perceived
usefulness of mobile technology, subjective norm, and mobile learning continuance intention.
Now: A pilot study involving 50 learners with prior learning experience at the Cyber
University was then conducted by sending the learners an e-mail containing a hyperlink to
the draft questionnaire. Respondents indicated that using five-point scale for the frequency
of negative critical incidents construct is more easily and actually reflect the frequency
rating.
The final questionnaire comprised four parts. First, the quality attributes cumulative
satisfaction was measured using a seven-point Likert scale with anchors ranging from
“strongly dissatisfied” to “strongly satisfied.” Second, the negative critical
incidents construct was measured using a five-point scale ranging from “never” to “always.”
Third, the users’acceptance of e-learning and their continuance intention were measured
using a seven-point Likert scale with anchors ranging from “strongly disagree” to
“strongly agree.” Finally, the demographic variables of the subjects and their prior
experience of e-learning in the Cyber University were measured. Of the 329 questionnaires
distributed, 256 complete and usable questionnaires were returned, corresponding to a net
response rate of approximately 78%. All of the respondents were either taking or had already
taken at least one course offered by the Cyber University.
Analyzing the demographics of the respondents, 69% were found be male and 31% female. 135
of the 256 respondents were classified as more experienced users and were assigned to Group
A, while the remainder were classified as less experienced users and were assigned to Group
B.
Compare and contrast: Both of them use survey for the method and use a seven-point Likert
scale with anchors ranging from “strongly disagree” to “strongly agree”. They also follow
hypotheses in the study.
Findings
Previous: (1) That hypotheses are supported by study findings. It results are congruent with
previous research which indicates that the perceived usefulness of mobile technology (PUMT),
subjective norm (SN), and self-management of learning (SML) could be closely linked to mobile
learning continuance intention.(2) In order to minimize the possible interruption to mobile
learning, it is important that more efforts should be made not only to facilitate learners
to have better self-management of learning, but also to properly give them recommendations
for future mobile learning.(3) Perceived flexibility advantages could moderate the
relationship between perceived usefulness of mobile technology and mobile learning
continuance intention, as well as the association between subjective norm and mobile learning
continuance intention. That is, learners with higher perceived flexibility advantages are
more likely to have stronger relationship between perceived usefulness of mobile
technology and mobile learning continuance intention. (4) Learners with different levels
of perceived flexibility advantages could still have a similar relationship between
self-management of learning and mobile learning continuance intention.
Now:(1)The findings that the effect of quality attributes cumulative satisfaction on
continuance intention is stronger for less experienced users than for more experienced
users.(2) That irrespective of the level of prior e-learning experience, negative critical
incidents directly affects perceived ease of use, perceived usefulness, and quality
attributes cumulative satisfaction, and has an indirect effect on the users’ continuance
intention.(3) Perceived usefulness has a greater impact on more experienced users than on
less experienced users. Users with a greater amount of experience assess a system in a more
in-depth way than those with limited experience, and therefore the perceived usefulness of
the system to a greater extent. Therefore, actively improving users’ perceptions of the
usefulness of e-learning is a key mission in enhancing their continuance intention. (4) That
negative critical incidents and attitude are the key drivers of continuance intention in
the e-learning environment, irrespective of the user’s prior level of e-learning experience.
However, the user’s experience of an e-learning service plays an important moderating role.
Quality of LR
(Adequately) synthesize prior literature?
Previous:
Liaw, Hatala, & Huang, 2009; Wang, Wu, & Wang, 2009
Due to the swift proliferation of mobile technology, the use of mobile devices, like notebook
computers, and mobile phones.
Chen, 2010; Sarica & Cavus, 2009;Kukulska-Hulme, 2007; Yukselturk & Yildirim, 2008
As learning tools has offered people the flexibility and convenience to
acquire new knowledge anytime and anywhere
Marks, Sibley, and Arbaugh (2005)
They have indicated that perceived flexibility advantages could have a positive influence
on online learning Outcome.
Evans (2008)
He has revealed that a learner’s perceived flexibility advantages could be closely
associated with mobile learning acceptance.
Lin, 2011, 2012
There is a growing interest in investigating users’ continuance intention to adopt
information technology products, mobile services, and e-learning programs. However, limited
studies have been conducted to examine the moderators of continuance intention.
Now:
Govindasamy, 2002
Many higher education institutions and corporate organizations are embracing e-learning as
a means of providing learning and increasing training efficiency
Chen, Lin, & Kinshuk, 2008.
From the viewpoint of consumer behavior, voluntary learners are no different from customers
in e-learning settings in their demand for both learning quality and satisfaction.
Betz & Johnson, 2000; Ma, Vogel, & Wagner, 2000
From organizational and management perspectives, the key prerequisites for e-learning
success include appropriate staff and faculty members to support services as well as
effective technology, instructional design and course evaluation.
Chiu, Sun, Sun, & Ju, 2007
Furthermore, as with any other information system (IS) or service, the success of an
e-learning service depends on both its initial adoption (acceptance) and its continued usage.
Lai & Li, 2005
The acceptance of new technologies has been the subject of many studies in the past two
decades.
Bhattacherjee, 2001a, 2001b; Chiu, Hsu, Sun, Lin, & Sun, 2005; Chiu et al., 2007; Liao, Chen,
& Yen, 2007; Lin, Chen, & Fang, 2010; Roca, Chiu, & Martinez, 2006
Various theoretical models have emerged which offer new insights into continuance intention.
Legris, Ingham, & Collerette, 2003; Orlikowski & Iacono, 2001
However, some researchers have criticized the TAM approach for failing to consider temporal
and contextual variations.
Bhattacherjee 2001b
reported a lack of consistency in the conceptualization of expectation in many ECT studies.
Lin et al. 2010; Chen et al.,2008; Fang, Shih, & Liu, 2004
They proposed a new model based on a negative critical incidents perspective.Previous
research has shown that analyzing negative critical incidents enables managers to identify
the key problem areas in the service process.
Edvardsson, 1992;Friman, Edvardson, & Garling, 2001; Gremler, 2004; Petrick, Tonner, & Quinn,
2006
Critical incidents have received significant attention in the services marketing literature.
Chiu et al., 2005
One of the most rapidly growing services in recent years is that of e-learning.
Zhang, Zhao, Zhou, & Nunamaker, 2004
Whilst traditional classroom learning has undoubted benefits such as immediate feedback to
the learner, a familiar learning experience, and the cultivation of a social community,
e-learning provides the advantages of a learner centered learning process, location
flexibility, and the means to provide an archival capability for knowledge reuse and sharing.
Arbaugh, 2004
However, e-learning presents a significant challenge to users and educators alike. The
transition from traditional classroom learning to e-learning cannot occur instantaneously,
but needs time for the users to adjust.
Venkatesh, 2000
As user beliefs and attitudes do change over time, the determinants of continuance intention
of e-learning could be not the same in users with different level of e-learning experience.
Bhattacherjee & Premkumar, 2004
With IS usage, users may change their beliefs, attitudes, and subsequent IS usage behavior,
suggesting user experience is an important moderator.
Evanschitzky and Wunderlich 2006
They also indicate that the issue of moderator variables of continuance usage has been largely
neglected.
(Adequately) interpret prior literature?
Previous:
Several researchers have highly focused on online and mobile learning studies, relatively
little effort has been devoted to examining the link between perceived flexibility
advantages and mobile learning outcome.
Now:
With the maturity of the e-learning market, the increasing sophistication of its customer
or user base, and the growing intensity of competition, e-learning success has now become
a pressing issue. It provides the advantages of a learner centered learning process, location
flexibility, and the means to provide an archival capability for knowledge reuse and sharing.
(Adequately) critique prior literature?
Previous:
There is still a dearth of studies probing into the moderating effect of perceived flexibility
advantages on mobile learning continuance intention.
Now:
Some researchers have criticized the TAM approach for failing to consider temporal and
contextual variations. Furthermore, Bhattacherjee reported a lack of consistency in the
conceptualization of expectation in many ECT studies.
Are the references included relevant?
Yes, they are relevant to perceived flexibility advantages could have a positive influence
on online learning outcome.
Adequately introduce the research background/context?
Previous:
More specifically, the relationship between perceived flexibility advantages and mobile
learning outcome has not yet been fully investigated in previous studies. This issue should
be worthy of further investigations, and the primary purpose of this study was to explore
the key factors that could affect mobile learning continuance intention, and examine the
moderating effect of perceived flexibility advantages on the relationship between key mobile
learning elements and continuance intention.
Now:
e-learning presents a significant challenge to users and educators alike. The transition
from traditional classroom learning to e-learning cannot occur instantaneously, but needs
time for the users to adjust. Therefore in the context of e-learning, it seems reasonable
to expect that the length of e-learning experience may be an important factor in determining
user beliefs, attitudes, and continuance intention.
Adequately justify RQ’s /purposes or define research issues proposed?
Previous:
Based on the suggestions of previous reports, accordingly, this study proposes the some
hypotheses.
Now :
It proposes a model based on a negative critical incidents perspective for exploring the
factors influencing users’ continuance intention in the e-learning environment and for
establishing the moderating effects of the users’previous learning experience.
Review literature in terms of research findings?
Previous:
According to literature review, growing attention has been paid to the critical roles of
perceived flexibility advantages in mobile and online learning. A learner’s perceived
flexibility advantages could be closely associated with mobile learning acceptance. There
is a growing interest in investigating users’ continuance intention to adopt information
technology products, mobile services, and e-learning programs.
Now:
The present findings are of value to administrators seeking to understand the perceptions,
problems, and requirements of users with different levels of e-learning experience and to
design programs to meet their individual needs.
Review literature in terms of research methods?
A 7-point Likert scale was used to measure the level of agreement of each construct.
Amongst these models, the most widely used include the technology acceptance model (TAM),
the theory of planning behavior (TPB), and expectancy confirmation theory (ECT).
Review literature in terms of significance of study?
Previous:
With particular respect to the link between perceived flexibility advantages and mobile
learning effectiveness and efficiency, although there is a growing interest in mobile
learning studies.
Now:
This study has important contributions in both theoretical development and managerial
practice in the e-learning environment. In terms of its theoretical contributions, the study
proposes a model based on a negative critical incidents perspective for exploring the factors
influencing users’ continuance intention in the e-learning environment and for establishing
the moderating effects of the users’previous learning experience.
Review literature in terms of other aspects?
Previous:
Customers’continued use of information technology products and services could be viewed
as a central indicator to determine the entire success of products and services.
Now
There are two-fold: (1) to explore the determinants of continuance intention for users with
different levels of e-learning experience; and (2) to clarify the moderating effects of
e-learning experience on the links among the determinants in the e-learning setting.
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