1) The document presents research on developing a hybrid success model for different content management systems in higher education. It analyzes students' perspectives on traditional and social networking systems.
2) The research aims to implement and test a proposed eLearning success model on both a Moodle-based system and Facebook-based system, and then compare the findings between the two systems.
3) Preliminary findings show some support for relationships between constructs in the proposed model for both systems based on PLS-SEM analysis. Support was found for the effect of factors like user satisfaction, teaching presence, and learner presence on learner outcome for both systems.
Presentation slides for my PhD thesis dissertation on machine learning algorithm development to analyze multi dimensional genomic data such as microarrays
An Empirical Study on Faith-based Microfinance as an Alternative Tool of Poverty Alleviation. The doctoral study discussed the role of FBOs in microfinance.
Presentation slides for my PhD thesis dissertation on machine learning algorithm development to analyze multi dimensional genomic data such as microarrays
An Empirical Study on Faith-based Microfinance as an Alternative Tool of Poverty Alleviation. The doctoral study discussed the role of FBOs in microfinance.
This power point pres will be useful for all the budding PhD aspirants who are preparing for their viva irrespective of their subject. Good Luck & All the Best !
Presentation from Master of Science thesis defense (Evaluation of Rapid Impact Compaction for Transportation Infrastructure Applications; July 15, 2011)
This presentation is prepared as a part of Coursework for my PhD research and was presented at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Gujarat, India.
This the presentation I gave for my thesis defense. It\'s entitled "Using bioclimatic envelope modelling to incorporate spatial and temporal dynamics of climate change into conservation planning".
Present presentation contains the draft of PHD progress report of 1st term of PHD @ Maharaja Krishnkumarsinhji Bhavnagar University, Bhavnagar, Gujarat, India.
This is a personal presentation that can be used for PhD motivational interview or similar postgraduate admission. Also, can be modified for individual research projects or consultancy, or similar positions.
THIS IS MY PH.D., VIVA VOCE POWERPOINT. MY THESIS TITLE IS "EFFECTIVENESS OF E-LEARNING MODULES IN TEACHING MATHEMATICS AMONG SECONDARY TEACHER EDUCATION LEVEL"
This power point pres will be useful for all the budding PhD aspirants who are preparing for their viva irrespective of their subject. Good Luck & All the Best !
Presentation from Master of Science thesis defense (Evaluation of Rapid Impact Compaction for Transportation Infrastructure Applications; July 15, 2011)
This presentation is prepared as a part of Coursework for my PhD research and was presented at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Gujarat, India.
This the presentation I gave for my thesis defense. It\'s entitled "Using bioclimatic envelope modelling to incorporate spatial and temporal dynamics of climate change into conservation planning".
Present presentation contains the draft of PHD progress report of 1st term of PHD @ Maharaja Krishnkumarsinhji Bhavnagar University, Bhavnagar, Gujarat, India.
This is a personal presentation that can be used for PhD motivational interview or similar postgraduate admission. Also, can be modified for individual research projects or consultancy, or similar positions.
THIS IS MY PH.D., VIVA VOCE POWERPOINT. MY THESIS TITLE IS "EFFECTIVENESS OF E-LEARNING MODULES IN TEACHING MATHEMATICS AMONG SECONDARY TEACHER EDUCATION LEVEL"
An introduction to mediation analysis using SPSS software (specifically, Andrew Hayes' PROCESS macro). This was a workshop I gave at the Crossroads 2015 conference at Dalhousie University, March 27, 2015.
Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Bas...Jintavee Khlaisang
Khlaisang, J. (2012). Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Based Upon Constructivist Approach for Knowledge Construction in Higher Education. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
Predicting students’ intention to continue business courses on online platfor...Samsul Alam
The objective of this study was to analyze the intention of a University's business department students to continue their studies on e-learning platforms during the ongoing COVID-19 pandemic. To this end, a questionnaire was developed to collect primary data from students in business fields. The study took into account more than 285 respondents from two different universities and relied on the expectation confirmation model (ECM) theory and the structural equation model. The partial least squares (SEM-PLS) method was used to analyze the data. The results of the study showed that task skills (TS) and task challenges (TC) were significant for the enjoyment (EN) of the students which in turn had a positive effect on the satisfaction levels. Confirmation (CON) had an impact on the post adoption perceived usefulness (PAPU), which was deemed positive for student satisfaction (SAT). The SAT and psychological safety (PS) of online learning platforms were found to positively influence the continuance intention (CI) on e-learning platforms. Finally, both SAT and PS of online learning platforms were observed to positively influence CI on e-learning platforms. Further research in this area could be useful in making decisions about promoting educational programs based on e-learning. The researchers recommend that academicians and policymakers must ensure appropriate arrangements for teaching on e-learning platforms.
Development of Blended E-Learning Model Using Online Interactive Reflective L...Jintavee Khlaisang
Khlaisang, J; Koraneekij, P. (2012). Development of Blended E-Learning Model Using Online Interactive Reflective Learning Logs to Enhance Faculty of Education Students’ Inquiring Mind and Retention at Chulalongkorn University. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
PhDchat: brief summary of my thesis and thoughts about my PhD journey Ayse Saliha Sunar
This presentation is prepared as a brief summary for my final thesis viva in the University of Southampton. It also contains slides about self-evaluation of my PhD journey
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students’ satisfaction and engagement. Results show that using social media enhances students’ engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.
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These slides are part of a formal class notes prepared for the module "Formal Methods" taught for the students of Software engineering.
#1 formal methods – introduction for software engineeringSharif Omar Salem
formal methods – introduction for software engineering
Part of formal class notes of the module "Formal Methods"
designed for software engineering students of BSc. level.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
PhD Presentation (Doctorate)
1. 1
PhD. – Information System
Thesis Viva
By: Sharif Omar Salem
Supervisor: Dr. Khaironi Yatim Sharif
Co-Supervisor: Dr. Ilham Sentosa
1
The design and format is done by me, feel free to use the same format. But I am expecting
appreciation notification.
2. Research Title
Developing a Hybrid Success Model for Different
Content Management Systems in Higher
Education:
A Comparative Analysis of Students’ Perspective
on Traditional and SNS systems.
2
3. Contents
Subtitle Slide No.
Introduction 4
Theoretical Framework and Proposed Model 12
Research Methodology 18
Findings 30
Hypothesis Discussion 36
Contributions, and Recommendation 41
Publications 46
3
5. Research Brief
This academic research Investigated the learners’ outcome
and its determinants via experiencing two different
treatments.
First treatment by using traditional CMS and second
treatment by using FB-based CMS.
A survey based on a developed hybrid eLearning success
model is used to collect data.
Findings analyzed to assess the relations in the causal
model and to compare the outcome constructs acquired
via experiencing the two different systems.
5
6. Research Motivations
During the last five years; many researchers
announced and recommend for further and future
research to fill up two gaps:
6
Theoretical gap:
The need for a
revised e-
Learning system
success model
Practical gap:
The need for
more
understanding
of the FB effect
in learning
outcome.
7. 7
Theoretical gap: The need for a revised e-
Learning system success model
• “A goal of continuing research would be an exploration
of how the ISS model would be supplemented in order
to more accurately reflect the E-learning
environment”.
In 2010; Freeze, Alshare, Lane, & Wen state that
• Factors from the community of inquiry frameworks
such as metacognitive, motivational, and behavioral
traits of active online students may be a valuable add-
on to the eLearning success model
In 2010; Shea & Bidjerano state that
• Considering the perspective of all players of the
eLearning system and including additional different
factors is important for a proper representation of the
system success
In 2012; Bhuasiri et al. state that
• System success dimensions are not technology only,
the revolution of web 2.0 and the uniqueness of
eLeaning environment especially the different
stakeholders guide the researchers to seek for new
revised model
Cheng 2012; Lee et al. 2009; Chen 2010; Keramati et al. 2011; Sun et
al. 2008; Hassanzadeh et al. 2012; Wang & Chiu 2011
8. 8
Practical gap: The affect of using Facebook in
learning outcome.
• Consolidating the Facebook in the learning and
teaching process is very important for the students’
education lives and further research is needed to
understand this phenomenon
In 2011; Bicen & Cavus
• Future research is needed to investigate more the
usability of FB in education
In 2012; LaRue state that
• There is a need for understanding the relation
between the learners’ interaction level in the
Facebook and their academic success
In 2012; Junco stated that
• Considering the perspective of all players of the
eLearning system and including additional different
factors is important for a proper representation of the
system success
In 2013; Ng & Wong stated that
9. Problem Statement:
Content Management System (CMS) is widely used in most
of the universities worldwide to facilitate higher education
stakeholders’ communications.
The challenge is whether Facebook environment “as a CMS
system” is favorable and more effective than the traditional
CMS system and what determinants/constructs affect the
eLearning success.
Recently, few academic studies begin investigating this field
of application. Further investigation is needed to fill up the
illustrated gaps.
9
10. Research Objectives:
To identify the dimensions of the information system success
in the modern e-learning environment, and propose a
modified model for e-learning system success.
To implement and test the proposed model when the
implemented system is Moodle based.
To implement and test the proposed model when the
implemented system is Facebook based.
To compare between the findings of the Moodle-based
system analysis and the findings of the Facebook-based
system analysis.
10
11. Scope of the Study
The research use
Facebook as a
social network
system and
Moodle as a
traditional CMS
system.
The research
focus in the
application of the
system to
facilitate higher
education.
Respondents for
the application of
the system are
from the LUCT
University,
Malaysia.
Students are
participants for
the master
degree level.
11
17. 17
Learning
System
Outcome
Learner
Outcome
System
Sociability
Information
Quality
Service Quality
Intention to
(Use)
User
Satisfaction
Teaching Presence
Learner Presence
System Quality
Research Hypothesis
HA6; HB6
HA9; HB9
HA16;HB16
HA## Hypothesis Set of System 1
HB## Hypothesis Set of System 2
HC## Hypothesis Set of Comparison
• IU of the FB-based system is different from and higher than the Moodle-based system.
• US of the FB-based system is different from and higher than the Moodle-based system.
• LO of the FB-based system is different from and higher than the Moodle-based system.
19. 19
Research Design
• The study starts up with a theory and ends up with testing
the hypothesis.
Deductive
Approach
• Statistical analysis based on descriptive measures,
variance, covariance techniques are used.
Quantitative
Research
• Literature review and systematic reviews techniques are
used to build the hybrid model.
Qualitative
Research
• This study aims to assess a desired field subjects in two
different treatments then compare the outcomes.
Field Experiment
Design
• “Counterbalanced Measures Design” technique is
performed by assigning participants in different groups
and applying treatments to each group in a different order.
Counterbalanced
Measure Design
22. Population and Sample
22
The population
is all the
Module-based
Master
students of
LUCT ~ 362.
The minimum
sample size for
SmartPls = 70.
the effective
sample size
based on the
statistical
power value =
153.
In reality, the
analysed
sample = 231.
23. Experimental Design (Counterbalanced
Measures Design)
This research is Semi-
Experimental design use
Field Experiment.
This approach is a mix
between the “Between
Subjects Design” and
“Repeated Measure
Design”
23
Group Pretest
Treatment
Jan-Feb 2014
Test
Treatment
Mar-Apr 2014
Posttest
Group A No Survey Moodle-Based Survey Facebook-Based Survey
Group B No Survey Facebook-Based Survey Moodle-Based Survey
26. Data Collection
Data collected
for the two
samples in two
different
empirical
conditions.
Direct collected
method is mainly
applied, but
under certain
conditions online
survey is applied.
Survey
distribution and
collection was
managed by the
researcher and
the module
lecturer.
Student
informed that
the survey is for
academic
purposes only
and it is optional
and confidential.
26
Group
Treatment
Jan-Feb 2014
Test
Treatment
Mar-Apr 2014
Posttest
Moodle Group A Survey Group B Survey
Facebook Group B Survey Group A Survey
Time
33. 33
Carryover Effect Analysis
Group Phase System
The variance of the learner outcome is explained only by System
factor (different systems have a significant affect on LO)
0.05
0.10
P-Value
Source F Sig.
System 53.283 .000
Phase .096 .757
Group 1.997 .158
Dependent Variable: Learner Outcome.
34. 34
Assessing PLS-SEM Results
Internal consistency reliability
Convergent validity
Outer model loadings and
significance
Outer
Loading
Composite Reliability
“AVE” numbers and Latent Variable
Correlations
Variance Inflation Factor (VIF)
• Predictive power (R2) and Predictive
relevance (Q2)
• ƒ² effect size
• P-Values, T Statistics, and Path Coefficient
Average Variance Extracted (AVE)
Discriminant validity
Collinearity Assessment
Indicator reliability
35. 35
Significance of Construct Model Relations
IQ -> IU
IQ -> US
SQ -> IU
SQ -> US
SrQ -> IU
SrQ -> US
SS -> IU
SS -> LO
SS -> US
LP -> IU
LP -> LO
LP -> US
TP -> IU
TP -> LO
TP -> US
US -> IU
US -> LO
IU -> LO
Facebook
Coefficient T Value P Values
0.057 0.811 0.209
0.264 3.77 0***
0.156 2.039 0.021*
0.227 2.778 0.003*
0.093 1.28 0.1
-0.04 0.506 0.306
-0.039 0.655 0.256
0.088 1.73 0.042*
-0.012 0.201 0.42
0.298 4.759 0***
0.222 3.552 0***
0.075 1.029 0.152
-0.005 0.074 0.47
0.196 2.886 0.002**
0.355 4.628 0***
0.326 3.839 0***
0.321 5.006 0***
0.145 2.174 0.015*
Moodle
Coefficient T Value P Values
0.036 0.599 0.275
0.213 2.987 0.001***
0.142 2.059 0.02*
0.397 5.062 0.000***
0.041 0.653 0.257
-0.047 0.638 0.262
-0.07 1.689 0.046*
0.062 1.365 0.086
-0.01 0.19 0.425
0.209 3.85 0.000***
0.183 3.17 0.001***
0.015 0.234 0.407
0.125 2.036 0.021*
0.207 3.125 0.001***
0.334 4.721 0.000***
0.465 6.993 0.000***
0.263 3.351 0.000***
0.254 3.182 0.001***
40. 40
Hypothesis Regarding Comparison
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4
4.1
4.2
4.3
Intention to Use User Satisfaction Learner Outcome
3.6288
3.8035
3.6559
4.0129
4.2575
4.0918
Intention to Use User Satisfaction Learner Outcome
Moodle-based System 3.6288 3.8035 3.6559
Facebook-based System 4.0129 4.2575 4.0918
MEAN VALUE
The two-sample t-test shows a significant difference
between the mean values of the two data sets for the
two systems with P-value > 0.5
47. Publications
47
Title
The role of System Sociability Factor in Modeling Learning Management
System Success in University Education.
Status Published; April 2015
Journal/Conference
International Conference on e-Commerce, e-Administration, e-Society, e-
Education, and e-Technology (e-CASE & e-Tech 2015)
Title
DEVELOPING A SUCCESS MODEL FOR CONTENT MANAGEMENT
SYSTEM IN HIGHER EDUCATION: ANALYSIS FROM STUDENTS’
PERSPECTIVE.
Status In Process. Initial Submission; Expected June 2016
Journal/Conference The Journal of the Association for Information Systems (JAIS)
Title
INVESTIGATION OF A MODIFIED INFORMATION SYSTEM SUCCESS
IN UNIVERSITY LEARNING SUCCESS – STUDENTS’ PERSPICTIVE.
Status In Process. Accept Manuscript; Expected Dec. 2015
Journal/Conference Journal of Technology; UTM
48. Publications
48
Title
Factors Influencing the Learning Management System ( LMS ) Success
Among Undergraduate Students in Limkokwing University of Creative
Technology , Malaysia.
Status Published; June 2015
Journal/Conference International Journal of Multicultural and Multireligious Understanding
Title
Learning Management System (LMS) Success: An investigation among
the university students.
Status Published; Aug. 2015
Journal/Conference
The IEEE Conference on e-Learning, e-Management and e-Services
(IC3e 2015)
Title
The effects of school management support on the use of interactive
whiteboard (IWB) in high school.
Status Published; 2015
Journal/Conference International Journal of Multicultural and Multireligious Understanding
53. 53
Population
Count of
Moodle-Based System FB-Based System
All
Phase1/
Group A
Phase2/
Group B
All
Phase1/
Group B
Phase2/
Group A
Registered Students 362 174 188 363 192 171
54. SmartPLS Minimum Sample Size
Sample size should be at least 10 times the largest number
of formative measures of a particular construct, or 10 times
the largest number of structural paths points to a single
latent construct.
In this study, the minimum sample size is 70.
54
56. 56
Actual Respondents
Count of
Moodle-Based System FB-Based System
All
Phase1/
Group A
Phase2/
Group B
All
Phase1/
Group B
Phase2/
Group A
Registered Students 362 174 188 363 192 171
Distributed Survey 310 152 158 308 160 148
Collected Cases 265 128 137 262 130 132
Non-Fitted Cases -5 -2
Uncompleted Cases -11 -9
Initial Cases for Analysis 249 251
Unengaged Screening -7 -10
Univariate Screening -10 -6
Multivariate Screening -3 -2
Cleaned Cases for Analysis 229 112 117 233 118 115
58. Indicator reliability
(Outer Loading)
Outer loading scale used in reflective models to
assure the proper loading of measures in its
construct.
The acceptable level of outer loading is 0.708 and
above.
Levels between 0.4 and 0.7 can be deleted if other
indicators reliability enhanced
(Hulland 1999; Hair et al. 2014).
58
61. Internal Consistency
(Composite Reliability)
To show the consistency of items of the same
construct.
Composite reliability should be 0.7 or higher.
If it is an exploratory research, 0.6 or higher is
acceptable
(Bagozzi & Yi 1988; Hair et al. 2014)
63. Convergent Validity
(AVE value)
Average Variance Extracted (AVE) scale used to
show that measure inside individual construct is
related.
The acceptable level of AVE value is 0.5 and
above
(Bagozzi & Yi 1988; Hair et al. 2014).
63
64. 64
Convergent Validity: (AVE) Average Variance
Extracted
FB
Moodle
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
IQ
SQ
SrQ
TP
LP
SS
SU
US
LO
0.616
0.624
0.628
0.583
0.654
0.616
0.718
0.698
0.642
0.674
0.696
0.649
0.673
0.575
0.647
0.684
0.783
0.733
IQ SQ SrQ TP LP SS SU US LO
FB 0.616 0.624 0.628 0.583 0.654 0.616 0.718 0.698 0.642
Moodle 0.674 0.696 0.649 0.673 0.575 0.647 0.684 0.783 0.733
0.5
AVE
65. Discriminant Validity (Fornell-Larcker
Criterion Analysis)
“Correlation matrix of AVE values” scale used to
show that measures outside a specific construct is
not related to it.
Rule of thumb is that the square root of AVE value
of a specific construct must be greater than all the
other values in the same column or row of the
correlation matrix
(Hair et al. 2014; Fornell & Larcker 1981).
65
66. 66
Discriminant Validity (Fornell-Larcker
Criterion Analysis)
IQ IU LO LP SQ SS SrQ TP US
IQ 0.821
IU 0.679 0.827
LO 0.633 0.769 0.856
LP 0.664 0.672 0.683 0.758
SQ 0.724 0.75 0.689 0.654 0.834
SS 0.537 0.444 0.511 0.587 0.498 0.805
SrQ 0.726 0.662 0.618 0.635 0.752 0.532 0.805
TP 0.678 0.73 0.739 0.656 0.738 0.522 0.72 0.821
US 0.696 0.812 0.76 0.599 0.766 0.459 0.65 0.741 0.885
IQ IU LO LP SQ SS SrQ TP US
IQ 0.785
IU 0.587 0.848
LO 0.601 0.656 0.801
LP 0.603 0.64 0.675 0.809
SQ 0.652 0.628 0.635 0.595 0.79
SS 0.508 0.429 0.528 0.607 0.428 0.785
SrQ 0.67 0.583 0.613 0.61 0.675 0.57 0.792
TP 0.61 0.599 0.693 0.642 0.695 0.535 0.713 0.763
US 0.641 0.668 0.715 0.565 0.658 0.432 0.582 0.686 0.835
Fornell-Larcker
CriterionAnalysis
TheDiagonalValuemustbegreaterthanall
theothervaluesinthesamecolumnorraw.
67. Multicollinearity Analysis: (VIF) Variance
Inflation Factor
Each set of exogenous latent variables in the inner
model is checked for potential collinearity
problem to see if any variables should be
eliminated, merged into one, or simply have a
higher-order latent variable developed.
The acceptable level of VIF value is above 0.20
and less than 5.00.
(Wong 2013)
67
68. 68
Multicollinearity Analysis: (VIF) Variance
Inflation Factor
5.0
0.2
VIF
IU LO US
IQ 2.939 2.801
IU 3.647
LO
LP 2.372 2.365 2.372
SQ 3.644 3.164
SS 1.675 1.622 1.675
SrQ 3.052 3.045
TP 3.141 2.826 2.8
US 3.057 3.427
IU LO US
IQ 2.423 2.258
IU 2.23
LO
LP 2.282 2.404 2.269
SQ 2.621 2.5
SS 1.813 1.682 1.813
SrQ 2.784 2.78
TP 3 2.422 2.704
US 2.355 2.352
69. 69
Predictive Power (R2) & Predictive Relevance (Q2)
0.2
0.5
R2
0.75
0.02
0.15
Q2
0.35
R Square Q Square
Intention to Use (IU) 0.736 0.495
Learner Outcome (LO) 0.704 0.511
User Satisfaction (US) 0.673 0.516
R Square Q Square
Intention to Use (IU) 0.575 0.399
Learner Outcome (LO) 0.657 0.417
User Satisfaction (US) 0.575 0.393
70. 70
The Effect Size – ƒ2
The ƒ² effect size measures the change in the R² value when
a specified exogenous construct is omitted from the model.
0.02
0.15
ƒ2
0.35
IU LO US
IQ 0.002 0.049
IU 0.06
LO
LP 0.07 0.048 0
SQ 0.021 0.152
SS 0.011 0.008 0
SrQ 0.002 0.002
TP 0.019 0.051 0.122
US 0.268 0.068
0.00
IU LO US
IQ 0.003 0.073
IU 0.027
LO
LP 0.092 0.06 0.006
SQ 0.022 0.048
SS 0.002 0.013 0
SrQ 0.007 0.001
TP 0 0.046 0.109
US 0.106 0.127
71. Significance of Construct Model Relations
Three values are used for the assessment that are
significant level or probability estimate value (P value),
the significance of path coefficient (T-statistics),
and path coefficient.
As Hair (2014), the rule of thumbs for assessing the
values is:
P-value could be on three levels 1%, 5% or 10%, but the
popular level in psychological studies is 5% or (0.05).
With 5% significance level, T statistic > 1.96 is significant
with a two-tailed test and T Statistics >.98 is significant
for a one-tailed test.
71
72. 72
Significance of Construct Model Relations
IQ -> IU
IQ -> US
SQ -> IU
SQ -> US
SrQ -> IU
SrQ -> US
SS -> IU
SS -> LO
SS -> US
LP -> IU
LP -> LO
LP -> US
TP -> IU
TP -> LO
TP -> US
US -> IU
US -> LO
IU -> LO
Facebook
Coefficient T Value P Values
0.057 0.811 0.209
0.264 3.77 0***
0.156 2.039 0.021*
0.227 2.778 0.003*
0.093 1.28 0.1
-0.04 0.506 0.306
-0.039 0.655 0.256
0.088 1.73 0.042*
-0.012 0.201 0.42
0.298 4.759 0***
0.222 3.552 0***
0.075 1.029 0.152
-0.005 0.074 0.47
0.196 2.886 0.002**
0.355 4.628 0***
0.326 3.839 0***
0.321 5.006 0***
0.145 2.174 0.015*
Moodle
Coefficient T Value P Values
0.036 0.599 0.275
0.213 2.987 0.001***
0.142 2.059 0.02*
0.397 5.062 0.000***
0.041 0.653 0.257
-0.047 0.638 0.262
-0.07 1.689 0.046*
0.062 1.365 0.086
-0.01 0.19 0.425
0.209 3.85 0.000***
0.183 3.17 0.001***
0.015 0.234 0.407
0.125 2.036 0.021*
0.207 3.125 0.001***
0.334 4.721 0.000***
0.465 6.993 0.000***
0.263 3.351 0.000***
0.254 3.182 0.001***
76. 76
Research Variables and Literature Reference Models
References IQ SQ SrQ SS TP LP IU US LO
IS success model by Delone and McLean (2003) x x x x x x
ELearning system model by Freeze et al. (2010) x x x x x
ELearning system model by Wang et al. (2007) x x x x x x
Hexagonal eLearning assessment model by Ozkan et al. (2009) x x x x x
Revised community of inquiry model by Shea & Bidjerano (2010) x x x
eLearning acceptance framework by Selim (2007) x x x
Hierarchical model for eLearning CSF.. by Bhuasiri et al. (2012) x x x x x
Model of online community attributes&benefit by Kim, Park and Jin (2008) x x
Sociability and Usability Framework by Lambropoulos (2005) x x
Online Community framework by de Souza & Preece (2004) x x
(Garrison et al. 2010) x x x
(Arbaugh 2008) x x x x
(Daspit & D’Souza 2012) x x x
(Lambert & Fisher 2013) x x x
(Lee-post 2009) x x x x x x
(Keramati et al. 2011) x x x
(Gao et al. 2010) x x x
(Lin et al. 2007) x x x x
(Phang et al. 2009) x x
78. Information Quality (IQ)
This study defines information quality as the level
of goodness of the information produced by the
system and assessed by using different measures
differ from system to another based on its nature
and functions.
Those measures could include up to date,
relevance, accuracy and much more.
78
79. System Quality (SQ)
This study defined system quality as the level of
goodness of the information system features and
tools excluding the output and assessed by using
different measures differ from system to another
based on its nature and functions.
Those measures could include flexibility, response
time, system reliability and much more.
79
80. Service Quality (SrQ)
This study defines service quality as the level of
goodness of the personnel support offered by the
administrative affairs to the system users.
Those measures could include communication
quality, technical competence, and empathy of the
personnel staff and others.
80
81. System Sociability (SS)
This study defined system sociability as the
system level of readiness and practice for the
interaction services and activities including
technology, policies and practice.
Those measures could include system interactive,
members’ interaction, policies support, and others.
81
82. Teaching Presence (TP)
This study defines teaching presence as the level
of instructor involvement and participation into
the system
including content feeding quality and interaction
with the system and members in a synchronous
and asynchronous manner.
82
83. Learner Presence (LP)
This study defines learner presence as the level of
learner readiness and participation in the system
including learner confident interaction, confident
participation, ability to form an impression and
others.
83
84. Intention to Use (IU)
This study defines intention to use as the level of
willingness to use the information system.
Those measures could include frequency of use,
dependency, reusability and others.
84
85. User Satisfaction (US)
This study defines user satisfaction as the level of
goodwill achieved after experiencing the system.
Those measures could include system usefulness,
adequacy, effectiveness and others.
85
86. Learner Outcome (LO)
This study defines learner outcome as the level of
studying outcome achieved by using the
information system.
Those measures could include productivity,
performance, better thinking and others.
86
88. Brief of COI
The community of inquiry framework is an instructional
design model for eLearning developed by Randy Garrison,
Terry Anderson et al. (2000).
This framework is for educational context as it proposes a
framework for the use of computer-mediated
communication to support the education process.
The framework has three essential elements cognitive
presence, social presence, and teaching presence
88
The Community of Inquiry (CoI) bundle is the
result of a project ran from 1997 to 2001.
89. Definitions of COI
Social presence refers to the ability of learners to project
their personality into the community of inquiry, means
learners can introduce themselves as a real people within
the online communication or interaction.
Teaching presence construct outlines task sets such as
organization, design, discourse facilitation, and direct
instruction and articulates the specific behaviours likely to
result in a productive community of inquiry.
Cognitive presence refers to the extent to which the
participants in any particular configuration of a community
of inquiry are able to construct meaning through sustained
communication.
89
91. Brief of Preece’s S&U
Preece (2000, 2001) proposed system usability and system
sociability as determinants of the online community
success. Goals, purposes and functions of the community
affect the needs of online communities.
This framework used in many studies where the finding
mostly shows a relationship between sociability and social
benefits and usability and functional benefit.
91
92. Definitions of Preece’s S&U
Sociability dimension involves the measures
related to the purpose, people, and policies.
Purpose factor refers to the interaction and
involvement levels of community participants.
Usability dimension covers the measures related
to dialog and social interaction support,
information design, navigation, and access.
Success definition of the online community differs
based on the perspective of whom.
92
94. Brief of D&M IS Model
D&M IS success model is a result of attempts to provide
an integrated scene of IS success that enables comparisons
between different studies. It propose a broad and
acceptable meaningful of the information system success.
The founders of this famous theory are William H. Delone
and Ephraim R. McLean in 1992. Later on, the same
authors revised the original theory and proposed an
updated model after ten years in response to comments
announced by other different researchers.
The updated model proposed six different dimensions of
the IS success and provided an identifying, describing, and
explaining the relationships among the six dimensions of
success.
94
95. Definitions of D&M IS Model
System quality construct comprises the desirable characteristics
of the system itself and includes related measures of the IS
itself.
Information quality construct comprises the desirable
characteristics of the information system output.
Service quality construct characterizes the quality of the
support offered to system users by the IS department and IT
support workforce.
The (intention to) use construct characterizes the user
utilization level of the desired information system.
User satisfaction construct comprises the user’s level of
satisfaction when using the desired information system.
Net benefits construct comprises the extent to which desired
information system are contributing to the success of the desired
users.
95