Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention. Princely Ifinedo.
Abstract
Weblogs (or blogs) are increasingly being used in higher educational contexts. Not
much is known about the factors that influence students’ continued usage intention
of weblogs. This study uses the expectation-confirmation model (ECM) as its background
theoretical framework, and explores the roles of antecedent factors of perceived fit and
perceived individual learning support in the research model. A cross-sectional survey was
used to collect data from 108 undergraduate students taking a management information
systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject
matter were formulated and tested. The partial least squares (PLS) technique was used for
data analysis. The results strongly support the proposed hypotheses, indicating that
perceived fit, perceived individual learning support, perceived usefulness, confirmation,
and satisfaction have positive effects on students’ continued usage intentions of Weblogs.
The findings of this study have practical and theoretical implications, which are succinctly
discussed, and suggestions for future research outlined.
Keywords: Perceived fit, Perceived individual learning support, Continuance usage
intention, Weblogs, Students
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
This document discusses the integration of technology in elementary classrooms. It explores both the benefits and disadvantages of bringing technology such as tablets, smart boards, and internet access into the classroom. While technology increases student engagement and improves learning outcomes, teachers require additional training to incorporate technology effectively. The document also examines barriers to technology integration like limited resources and attitudes about technology, and strategies to overcome these barriers through developing a shared technology vision and increasing professional development for teachers.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
This document discusses the integration of technology in elementary classrooms. It explores both the benefits and disadvantages of bringing technology such as tablets, smart boards, and internet access into the classroom. While technology increases student engagement and improves learning outcomes, teachers require additional training to incorporate technology effectively. The document also examines barriers to technology integration like limited resources and attitudes about technology, and strategies to overcome these barriers through developing a shared technology vision and increasing professional development for teachers.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
This meta-analysis examined 15 studies on collaborative online learning. The studies were selected based on their relevance to the theme and analyzed to synthesize their findings. The analysis found that collaborative online learning is most effective when students establish relationships, receive timely feedback, and have responsibility in their learning. For collaborative learning to succeed, participants must support each other and there needs to be structure, accountability, and continued research in the field.
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
This document summarizes a study on teacher educators' perceptions of the pedagogical benefits of using wikis. The study surveyed 150 teacher educators in Tirunelveli District, Tamil Nadu, India. Key findings include:
- Most teacher educators had a positive perception of wikis' benefits for teaching and learning. However, over 70% did not have their own wiki profile, largely due to lack of time or not wanting personal details published online.
- On average, teacher educators' perception of wikis' pedagogical benefits was at a medium level. There were no significant differences found based on gender, age, subject taught, relationship status, years of experience, or education level.
The document discusses student engagement and its importance in 21st century learning. It provides definitions of engaged learning and lists indicators of engaged learning developed by scholars. Student engagement is believed to overlap with motivation but also includes positive emotions. The document also summarizes several research studies on measuring student engagement and its relationship to academic outcomes. It proposes several ways to apply learning theories like constructivism, cognitivism and connectivism to improve student engagement through techniques such as using social media, multimedia, mobile devices, and open educational resources.
Scaffolding Learning for Undergraduate Action Research Course Participants Us...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
This article summarizes a study that investigated how multiple tasks in WebQuests can facilitate fifth-grade students' literacy skills and higher-order thinking. The study found that WebQuests that included carefully selected, organized, and delivered multiple tasks provided opportunities for collaboration, critical thinking, and engagement that improved students' literacy and computer skills. However, the study also found that website navigation, information overload, and distractibility were challenges, and that adequate planning, organization, supervision and teacher training on effective technology use are needed for students to fully benefit from WebQuests.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
This document summarizes a research study that examined how participation in an open educational resources (OER) training network for teachers impacted pedagogy. Key findings included:
1) The OER network facilitated knowledge sharing between teachers as they collaborated, discussed challenges and ideas, and shared lessons and resources.
2) Participation in the network reduced isolation and supported multidisciplinary work between teachers.
3) Access to OER provided teachers with adaptable lessons and best practices that they could incorporate into their own teaching.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
From Chrysalis to Butterfly: Lifecycles of an OER Project OER Hub
The document summarizes the Bridge to Success project, which created open educational resources to help adult learners transition to college. It discusses the project's goals, participants, and findings. Key findings included improved math scores and course completion rates among low-income students using the materials. Some participating institutions changed policies to incorporate more open resources and modular curriculum as a result of the project. The project demonstrated positive impact on student performance and satisfaction, as several hypotheses predicted.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
This meta-analysis examined 15 studies on collaborative online learning. The studies were selected based on their relevance to the theme and analyzed to synthesize their findings. The analysis found that collaborative online learning is most effective when students establish relationships, receive timely feedback, and have responsibility in their learning. For collaborative learning to succeed, participants must support each other and there needs to be structure, accountability, and continued research in the field.
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
This document summarizes a study on teacher educators' perceptions of the pedagogical benefits of using wikis. The study surveyed 150 teacher educators in Tirunelveli District, Tamil Nadu, India. Key findings include:
- Most teacher educators had a positive perception of wikis' benefits for teaching and learning. However, over 70% did not have their own wiki profile, largely due to lack of time or not wanting personal details published online.
- On average, teacher educators' perception of wikis' pedagogical benefits was at a medium level. There were no significant differences found based on gender, age, subject taught, relationship status, years of experience, or education level.
The document discusses student engagement and its importance in 21st century learning. It provides definitions of engaged learning and lists indicators of engaged learning developed by scholars. Student engagement is believed to overlap with motivation but also includes positive emotions. The document also summarizes several research studies on measuring student engagement and its relationship to academic outcomes. It proposes several ways to apply learning theories like constructivism, cognitivism and connectivism to improve student engagement through techniques such as using social media, multimedia, mobile devices, and open educational resources.
Scaffolding Learning for Undergraduate Action Research Course Participants Us...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
This article summarizes a study that investigated how multiple tasks in WebQuests can facilitate fifth-grade students' literacy skills and higher-order thinking. The study found that WebQuests that included carefully selected, organized, and delivered multiple tasks provided opportunities for collaboration, critical thinking, and engagement that improved students' literacy and computer skills. However, the study also found that website navigation, information overload, and distractibility were challenges, and that adequate planning, organization, supervision and teacher training on effective technology use are needed for students to fully benefit from WebQuests.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
This document summarizes a research study that examined how participation in an open educational resources (OER) training network for teachers impacted pedagogy. Key findings included:
1) The OER network facilitated knowledge sharing between teachers as they collaborated, discussed challenges and ideas, and shared lessons and resources.
2) Participation in the network reduced isolation and supported multidisciplinary work between teachers.
3) Access to OER provided teachers with adaptable lessons and best practices that they could incorporate into their own teaching.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
From Chrysalis to Butterfly: Lifecycles of an OER Project OER Hub
The document summarizes the Bridge to Success project, which created open educational resources to help adult learners transition to college. It discusses the project's goals, participants, and findings. Key findings included improved math scores and course completion rates among low-income students using the materials. Some participating institutions changed policies to incorporate more open resources and modular curriculum as a result of the project. The project demonstrated positive impact on student performance and satisfaction, as several hypotheses predicted.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
A Hybrid Approach To Promoting Students Web-Based Problem-Solving Competence...Amy Roman
The document proposes a hybrid approach combining cognitive apprenticeship and collaborative learning to improve students' web-based problem-solving skills and learning attitudes. An experiment was conducted comparing students in an experimental group, who learned collaboratively using cognitive apprenticeship, to a control group who learned with traditional cognitive apprenticeship. The experimental results showed that middle- and low-achieving students in the experimental group benefited more than those in the control group. The hybrid approach effectively accommodated students with different learning abilities.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The document summarizes a study that investigated the effects of using the student response system Socrative combined with smartphones on student learning performance and collaboration. Students in a community college class used Socrative to answer multiple-choice questions during lectures. They first answered individually and then discussed in groups before answering again. Survey results found that students believed collaborative learning and interaction with classmates and teachers through Socrative improved their understanding and engagement. The study concluded that Socrative facilitates active and collaborative learning, increases student motivation and engagement, and ultimately improves learning performance.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
The document analyzes research on the impact of Blackboard software on global education over the past 10 years. It finds that students value the software for administrative functions like announcements and submitting assignments. Pedagogically, students most value access to course content and quizzes. Lecturers value the software for enhancing communication and saving time, though it has had little impact on teaching methods. Institutions benefit from efficiencies in managing teaching and learning tasks, but implementing educational technologies poses ongoing challenges around costs, strategy, and supporting academic staff development. Emerging technologies may impact the future role of virtual learning environments.
To tweet or not to tweet: Student perceptions of the use of Twitter on an und...eraser Juan José Calderón
The document discusses a study that examined student perceptions of using Twitter on an undergraduate degree course. 202 students enrolled in educational technology course modules used Twitter as part of their coursework. A survey found that the majority of students perceived that Twitter increased their learning and critical thinking. It also promoted collaborative aspects of the learning process and active student roles. Students felt Twitter helped them share knowledge, receive feedback, and discuss course content. It also allowed them to contact teachers and experts outside of the class, fostering informal learning. Overall, the study suggests that incorporating Twitter in this way contributed to enhancing the quality of learning and teaching for students.
Professional learning for 21st century educationphornpreenan
This special issue examines issues related to professional development for 21st century education. Five papers address the need to equip educators with adaptive expertise to deal with emerging challenges. The papers focus on topics like knowledge building, fostering creative capacity, and designing e-learning. Overall, they point to the importance of engaging educators in design-based learning to develop the abilities needed for student-centered, technology-driven education.
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
This study surveyed instructor and learner attitudes toward e-learning. It surveyed 30 instructors and 168 students using questionnaires. The results showed that instructors had positive views of e-learning as a teaching tool and their intention to use it was influenced by perceived usefulness and self-efficacy. For learners, self-paced learning, teacher-led instruction, and multimedia were factors that affected their views of e-learning as an effective learning tool. The study provided guidelines for developing effective e-learning environments.
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I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
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From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
This document discusses the advantages and disadvantages of using information and communication technology (ICT) tools in teaching English as a second language (ESL) reading and writing. Some key advantages discussed include: 1) ICT tools like blogs allow for peer feedback and interaction that can improve writing skills; 2) technologies like video authoring can motivate students and engage them in writing; 3) online education platforms enable active and collaborative learning. However, the document also notes there are some potential disadvantages to using ICT that need to be considered. In general, the document analyzes research that both supports the benefits of ICT for language learning, but also notes there are challenges to its effective integration.
Web-based learning: An overview of factors affecting students\' motivation an...mohdazrulazlan
The document discusses web-based learning, focusing on how student characteristics and behaviors impact their motivation and learning experience. It aims to identify how instruction over the web can motivate students and how students learn in a web environment. Some research has found web-based courses can be as effective as traditional courses, while other studies found students prefer face-to-face learning. Successful web-based learning requires engagement from both instructors and students, with students regulating their own learning and instructors facilitating.
Activities And Resources In Online Learning From A Critical Thinking ViewSamantha Martinez
This document summarizes a study that investigated the relationship between online learning and critical thinking in an undergraduate online introductory computer literacy course. The study aimed to identify which parts of the course's learning modules (resources and activities) contributed most to developing students' critical thinking skills. A survey of 490 students found that interactive course components like assignments and projects were perceived to contribute more to critical thinking than static resources like textbooks. Assignments had the strongest perceived impact, followed by an Excel mini case project. Overall, results indicated students viewed interactive elements as contributing more to critical thinking development than non-interactive content, assessment, or projects. The findings suggest online course designers should focus on incorporating interactive elements to foster critical thinking skills.
Similar to Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention (20)
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
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Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
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This document announces a special issue of the journal "Comunicar" on hate speech in communication. It provides details such as the issue date, submission deadline, thematic editors, and scope. The scope describes hate speech and calls for research analyzing hate speech messages, backgrounds, and intervention strategies. The document lists descriptive keywords and questions to guide submitted papers. It introduces the three thematic editors and provides their backgrounds and research interests related to communication, media, and online environments. Submission guidelines and relevant website links are also included.
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Ética y Revolución Digital
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Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
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Salud digital: una oportunidad y un imperativo ético
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#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
Este documento presenta un pacto por la ciencia y la innovación en España. Propone aumentar la inversión pública en I+D+I gradualmente hasta alcanzar el 1.25% del PIB en 2030 para alcanzar los niveles de inversión de la UE. También compromete dotar de autonomía a las entidades financiadoras de I+D+I y consolidar una carrera pública estable para los investigadores.
The document announces the expert panel members of the European Blockchain Observatory and Forum. It lists over 100 experts from academia and industry across Europe who will advise on strengthening the European blockchain ecosystem. The experts come from a variety of backgrounds including law, technology, finance, government, and consulting.
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminis...eraser Juan José Calderón
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Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
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Escuela de Robótica de Misiones. Un modelo de educación disruptiva. 2019, Ed21. Fundación Santillana.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. others (Hain & Back, 2008; Cakir, 2013). Like traditional websites, weblogs have
optional links to other blogs and online resources (Hain & Back, 2008; Ifinedo & Usoro,
2016). Unlike traditional websites, weblogs’ posts appear in reverse chronological order.
Additionally, weblogs have archival capabilities, i.e., new posts are created and old ones
preserved (Hain & Back, 2008; Halic et al., 2010). In order to blog, a user needs to use
a blogging platform which is usually provided by a host site (e.g., Blog.com and
WordPress.com).
Blogging in higher educational contexts offers several benefits. For example, studies
have shown that students can improve their reflective learning and thinking through
blog use (Williams & Jacobs, 2004; Yang, 2009; Sun, 2010; Mansouria & Piki, 2016).
Robertson (2011, p. 1643) found that “the blogs enabled students to express their emo-
tional experiences of learning and to exchange social and cognitive support with their
peers.” In general, students’ use of blogs encourages interaction (Deng & Yuen, 2013),
collaboration (Ellison & Wu, 2008; Shim & Guo, 2009; Mansouria & Piki, 2016; Zhang,
Song, Shen, & Huang, 2014) and cooperation (Zhang et al., 2014). A study showed that
instructors have been able to improve learning environments by taking note of issues
raised in students’ blog conversations (Paulus, Payne, & Jahns, 2009). In short, teaching
effectiveness is improved by blog use (Lai & Chen, 2011; Ifinedo & Usoro, 2016).
In spite of the advantages of blog use in teaching and learning, there are barriers to
the adoption and continued usage intention of such technologies in the higher educa-
tion sector. For example, some individuals may be afraid of using new ICT for learning
(Black, 2007; Luik & Taimalu, 2016). Personal and individual characteristics have been
found to be critically important in encouraging student engagement in blogging (Deng
& Yuen, 2013). Some researchers have noted that bloggers’ desire to continue blogging
may be short-lived. In citing Gurzick and Lutters (2006), Lu and Lee (2012, p. 1081)
commented that “although many blogs survive more than one year, there are still lots
of blogs discarded within a few days of being established.” In higher education contexts,
Luik and Taimalu (2016) noted debate among researchers as to whether blog use for
learning “should be voluntary or compulsory, and whether learners are more motivated
when the tasks on the blog are assessed or not.” Chen, Lai, and Ho’s (2015) study was
designed to uncover “why some teachers have stopped using teaching blogs over time,
while others continue to do so (p. 237)”.
Little research has been done on students’ continuance intention weblogs use for
learning purposes. Studies focusing on initial adoption of such tools abound (e.g.,
Kaplan, Piskin, & Bol, 2010; Deng & Yuen, 2011; Mansouria & Piki, 2016). It is worth
stressing that initial adoption or acceptance of ICT products and the continued use of
such systems are two separate issues requiring disparate attention and emphasis (Davis,
1989; Bhattacherjee, 2001). In light of the growing popularity of weblogs as supportive
learning tools in higher education, it would seem pertinent to explore potential factors
impacting continued usage of such technologies by students. A research effort dedi-
cated to such an issue merits commendation.
The main purpose of this study is to investigate influences of salient factors on
undergraduate students’ continued intention to use weblogs for learning in a manage-
ment information systems (MIS) course. Although research has examined students’
adoption of weblogs in a variety of undergraduate level courses, including chemistry
(Benedict & Pence, 2012), education (Coutinho, 2007; Mansouria & Piki, 2016),
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 2 of 18
3. marketing (Kaplan et al., 2010), foreign languages (Castaneda et al., 2011; Al Waely &
Aburezeq, 2013; Zhang et al., 2014), and so forth (Deng & Yuen, 2011), not much is
known about the undergraduate students’ adoption and continued intention to use blogs
in MIS classes. MIS was chosen for this study mainly for illustrative purposes and to
complement and diversify insights on students’ use of weblogs at the undergraduate level.
Empirical findings from this study will contribute to the growing body of knowledge
on students’ continued reuse of technologies in higher learning environments. To guide
this research effort, this study will draw from Bhattacherjee’s (2001) expectation–con-
firmation model (ECM), which is augmented with two intrinsic motivational anteced-
ents: perceived fit and perceived individual learning support. Intrinsic motivation refers
to motivation that comes from inside an individual rather than from external or outside
factors (Brown, 2007). Previous studies showed that ECM and the two intrinsic factors
are relevant in explaining students’ acceptance of ICT-supported learning environ-
ments, including where weblogs are in use (Cho, Cheng, & Lai, 2009; Cheng, Wang,
Yang, Kinshuk, & Peng, 2011; Lin, 2012; Chen et al., 2015).
Background information and theoretical foundations
Weblogs use in higher educational settings
The literature (e.g., Coutinho, 2007) indicates that blog use in learning spaces was inspired
by Vygotsky’s (1978) social constructivist learning theory. Social constructivism empha-
sizes a balance between a learner’s autonomy and learning in a social context, community
or space. Notably, an individual learning in such an environment has the opportunity to
discuss their thoughts, ideas, and opinions, and at the same time, acquire and accumulate
knowledge through self-reflection and interaction, collaboration, and cooperation with
others (Castaneda et al., 2011; Arquero & Romero-Frías, 2013; Mansouria & Piki, 2016).
Suffice it to say that active learning ensues where such ideals are enabled.
In citing Chickering and Gamson (1987), Cakir (2013) contended that active learning,
interaction, collaboration between students, and feedback are among the key principles
used to engage students in higher education. Cakir commented that implementing these
ideals in educational learning environments without proper tools to support faculty and
learners is a major challenge. He argued that weblogs are tools to mitigate such a
challenge. Weblogs are open systems that use simple user interfaces which include a
variety of features (e.g., text, graphics, audio, and video clips) (Lai & Chen, 2011). Perhaps
due to their simplicity, students and instructors have come to accept weblogs as essential
and innovative tool in the learning environment (Ellison & Wu, 2008; Paulus et al., 2009;
Lai & Chen, 2011; Zhang et al., 2014; Mansouria & Piki, 2016).
In the context of higher education, Herrington and Oliver (2000) asserted that
weblogs can improve and support highly effective types of learner-to-learner interac-
tions. Likewise, weblogs have been used to enhance communication between students
and instructors (Kim, 2008). This researcher noted that weblogs are often employed by
educators to overcome the inadequacies (e.g., lack of sense of ownership and archival
capabilities) that exist in other ICT, such as computer-mediated communication appli-
cations used in learning spaces. It is worth noting that weblogs facilitate student learn-
ing by enhancing a space “where a greater understanding of student meaning making
can be gained” (Paulus et al., 2009, p. 13).
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 3 of 18
4. The student learning experience and the ability they have to communicate and
express thoughts with instructors and peers are enhanced by course blogs (Halic et al.,
2010). Mansouria and Piki (2016) noted that university students who use weblogs “have
the autonomy to create and express themselves (online) and share their views with
their peers and lecturers in efficient and meaningful ways” (p. 262). Chen et al. (2015,
p. 237) provided evidence indicating that weblogs in education have been used “to
explain a concept more clearly with a combination of words and pictures or videos”,
broadcast and manage class activities, and communicate and interact effectively with
students. In sum, there is growing literature discussing self-reflection, interaction,
collaboration, and cooperation as main benefits derived from weblog usage in higher
educational settings; some examples were mentioned earlier.
The expectation–confirmation model (ECM)
Oliver (1980) proposed the expectation–confirmation theory (ECT) in marketing litera-
ture to study consumer satisfaction and repurchase intention behaviors. ECT assumes
that satisfaction has a central role in explaining repurchasing behavior. In adapting
ECT, Bhattacherjee (2001) proposed the expectation-confirmation model (ECM) of
information systems (IS) continuance to explain users’ intention to reuse an IS. He in-
corporated the construct of perceived usefulness of IS from the technology acceptance
model (Davis, 1989). His model posits that user satisfaction with IS is positively influ-
enced by confirmation of expectations, which impacts perceived usefulness of IS.
Perceived usefulness is an antecedent of both satisfaction and IS continuance intention,
and user satisfaction has a positive effect on IS continuance intention.
In this study, user satisfaction refers to the extent to which a student learning MIS is
pleased with the use of weblogs in the course (Liao, Huang, & Wang, 2015). Perceived
usefulness refers to extent to which a student learning MIS believes that using weblogs
would enhance his or her learning performance in the course (Davis, 1989; Lin, 2012).
Confirmation refers to the extent to which a student’s initial expectations about the
performance of using weblogs to learn MIS is being confirmed after having an experi-
ence with such tools (Bhattacherjee, 2001; Lee, 2010). Continuance usage intention
refers to a student’s subjective likelihood of continuing to use weblogs to learn MIS
(Bhattacherjee, 2001).
Fundamentally, ECM is based on extrinsic motivations (e.g., perceived usefulness and
user satisfaction). The roles of intrinsic motivation and person-technology fit are
ignored in ECM (Hung, Chang, & Hwang, 2011). This shortcoming explains why
researchers who used ECM to study the continued usage intention of IS, ICT-enabled
learning technologies, and weblogs often augment the model with relevant motivational
variables, including perceived self-efficacy, habit, perceived performance, perceived fit,
and so forth (Wu, Tsai, Chen, & Wu, 2006; Limayem & Cheung, 2008; Sørebø, Halvari,
Gulli, & Kristiansen, 2009; Lee, 2010; Lin, 2012; Lin, & Wang, CH., 2012; Tang, Tang,
& Chiang, 2014; Chen et al., 2015; Liao et al., 2015).
Perceived fit
In organizational literature, person-environment (P-E) fit is used to describe the extent
to which individual and environmental characteristics match (Kristof-Brown,
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 4 of 18
5. Zimmerman, & Johnson, 2005). In organizational studies, an individual’s perception of
P-E fit has been found to be related to job commitment and satisfaction (Edwards,
2008). In the IS domain, Goodhue and Thompson (1995) proposed the task-technology
fit (TTF) theory, which suggests that IS is more likely to have a positive impact on indi-
vidual performance and the use of IS if the capabilities of the IS match the tasks that
the user must perform with the IS. TTF has been shown to be relevant to e-learning
environments (Akkoyunlu & Soylu, 2008; Lai, Wang, & Lei, 2012). Some researchers
(e.g., Lin, 2012; Lin, & Wang, CH., 2012) who drew from TTF used “perceived fit” to
denote person-technology fit. These researchers found that perceived fit motivates
learners to continue utilizing e-learning systems. In this study, perceived fit refers to
the extent to which a student learning MIS believes that weblog use matches his or her
learning characteristics and requirements.
Perceived individual learning support
Competency-based learning (or competency-based education and training) is an
approach to teaching and learning that is used in many fields and learning environ-
ments (Draganidis & Mentzas, 2006; Cheng et al., 2011). The CBL approach focuses on
the development of specific competencies for the learner (Horton, 2000). It allows indi-
viduals working at their own pace to learn skills they consider challenging (Draganidis
& Mentzas, 2006). Related to CBL is learner control (LC), which emphasizes the
individualization of instruction and facilitates active learning (Merrill, 1975).
According to Cheng et al. (2011, p. 1318), e-learning design literature “suggests that
learner control of learning and customization of learning experiences will meet
learners’ needs and preferences and improve learners’ satisfaction and motivation [to
continuing using such platforms].” Thus, using both approaches, a learner can con-
struct or build new knowledge and identify learning needs deserving of attention.
Cheng et al. (2011) asserted that lack of consideration for learners’ perceptions and atti-
tudes toward e-learning systems have led to unsuccessful design and implementation of
such initiatives. These researchers based their research study on CBL and LC and used
the term “perceived individual learning support”, which they showed had a significant
effect on intention to use e-learning applications. Accordingly, perceived individual
learning support is considered pertinent to this study; it refers to the extent to which a
student learning MIS believes weblogs would improve his or her learning performance
and outcome.
Research model and hypotheses
Based on the foregoing discussion, the study’s research conceptualization or model,
which fuses perceived fit and perceived individual learning support with ECM, is
proposed (Figure 1). The proposed research model is in accordance with past efforts
that integrated TTF, ECM, and individual learning support (e.g., McGill & Hobbs,
2008; Lin, & Wang, CH., 2012; Cheng, 2014). The study’s hypotheses are highlighted in
the research model.
Students may not accept a newly introduced technology in their learning environ-
ment if they perceived the tool to be inconsistent with the way they learn (McGill &
Hobbs, 2008; Lai et al., 2012). The existence of a positive relationship between learning
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 5 of 18
6. styles and students’ preference for and confidence in technology use has been demon-
strated (Ames, 2003; Akkoyunlu & Soylu, 2008). It is expected that students will appre-
ciate the usefulness of weblogs for learning MIS, if they believe the technology fits with
the way they learn the subject. A number of previous studies have shown that perceived
fit (sometimes represented as perceived compatibility or educational compatibility)
positively impacts perceived usefulness of learning applications (Chen, 2011; Lai &
Chen, 2011; Lin, & Wang, CH., 2012). Therefore, for students using weblogs to learn in
an MIS course, the following hypothesis is proposed:
H1: Perceived fit has a positive effect on perceived usefulness of weblogs.
With regard to learning goals and outcomes, perceived fit between technology and
tasks carried out by students and instructors in learning environments has been shown
to be positively related (McGill & Hobbs, 2008; Terzis, Moridis, & Economides, 2013).
User compatibility with learning systems and confirmed expectations of such tools has
been shown to be positively associated (McGill & Klobas, 2009; Lin, & Wang, CH.,
2012). Past studies revealed the existence of a positive relationship between perceived
fit and confirmation of the expected consequences of technology use in learning envi-
ronments (e.g., McGill & Hobbs, 2008; McGill & Klobas, 2009; Lin, & Wang, CH.,
2012; Terzis et al., 2013) Therefore, for students using weblogs to learn in a MIS
course, the following hypothesis is proposed:
H2: Perceived fit has a positive effect on confirmation of expectations of using
weblogs.
Individuals accept new technologies if the relative advantages of such are known or
appreciated (Davis, 1989). It is expected that students’ willingness to use weblogs in
learning environments will increase if the usefulness of such tools in enhancing learn-
ing performance and effectiveness is tangible. Evidence exists to support the view indi-
cating that perceived usefulness of learning systems is high where perceived individual
support systems are available (Cheng et al., 2011). Support systems in learning environ-
ments manifest in various forms, including perceived competence with technologies,
quality user-interface design features, and affinity with computing devices (Sørebø et
al., 2009; Cho et al., 2009; Liu, Chen, Sun, Wible, & Kuo, 2010; Cheng et al., 2011). Re-
cently, Lowe, D’alessandro, Winzar, Laffey, and Collier (2013) provided evidence to
Perceived fit
Perceived individual
learning support
Perceived usefulness
Confirmation
Satisfaction
Continuance
usage intention
ECM
H10
H1
H2
H3
H4
H6
H7
H8
H9
H5
Intrinsic motivational factors
Fig. 1 The research model
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 6 of 18
7. show that affinity with computing devices positively impacted students’ perceived
usefulness of using Web 2.0 technologies to learn in marketing classes. Therefore, for
students using weblogs to learn in a MIS course, the following hypothesis is proposed:
H3: Perceived individual learning support has a positive effect on perceived usefulness
of weblogs.
ICT, with capabilities to leverage tenets of LC and CBL (e.g., the creation of new
insights and identification of learning needs for a learner) either through self-reflection
or collaboration, can increase learners’ motivation to use such technologies (Cheng et
al., 2011). Perceived individual learning support encompasses user-interface design, sys-
tems support, and functionality (Cho et al., 2009; Liu et al., 2010; Cheng et al., 2011).
In general, easy to use technologies with quality supportive design features (like the
ones available in blogging tools) enhance interaction between users and such systems
(Halic et al., 2010; Liu et al., 2010; Cheng et al., 2011). Perceptions of value, quality,
functionality, and usability of e-learning technologies were found to have positive effect
on students’ confirmation of the benefits of such tools (Chiu, Hsu, Sun, Lin, & Sun,
2005; Tao, Cheng, & Sun, 2009; Ifinedo, 2016). Therefore, for students using weblogs to
learn in a MIS course, the following hypothesis is proposed:
H4: Perceived individual learning support has a positive effect on confirmation of
expectations of using weblogs.
As noted, students’ perceived fit with technology and tasks carried out on such
systems are positively related (McGill & Hobbs, 2008; Lin, & Wang, CH., 2012; Terzis
et al., 2013). Likewise, students’ attitudes toward the use of technology impact their
usage behaviors of such tools in learning environments (Au & Enderwick, 2000). Previ-
ous research has indicated that students’ learning styles and confidence in using tech-
nologies as well as their perceptions of value, quality, and usability of e-learning
technologies are positively linked (Ames, 2003; Chiu et al., 2005; Ifinedo, 2016;
Akkoyunlu & Soylu, 2008; McGill & Hobbs, 2008; Terzis et al., 2013; Cheng et al.,
2011). Thus, it is expected that there will be a positive relationship between a good
person-technology fit and favourability with perceptions of the value, quality, function-
ality, and usability of technologies. Therefore, for students using weblogs to learn in a
MIS course, the following hypothesis is proposed:
H5: Perceived fit has a positive effect on perceived individual learning support in the
context of weblog usage.
After interacting with a technology, an individual is better placed to determine if the
tool has met their initial expectations (Bhattacherjee, 2001). ECM posits that perceived
usefulness of IS increases with confirmation of the existence of the expected benefits of
using such systems. Previously, several researchers have affirmed that confirmation has
a positive effect on the perceived usefulness of a wide range of ICT, including those
used in learning contexts (e.g., Chiu et al., 2005; Limayem & Cheung, 2008; Sørebø et
al., 2009; Lee, 2010; Terzis et al., 2013). With respect to weblogs, Tang et al. (2014)
found that confirmation has a strong influence on the perceived usefulness of blog use
for learning. Chen et al. (2015) also revealed that perceived usefulness of teaching blogs
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 7 of 18
8. was positively impacted by confirmation of the expected benefits derived from using
such tools. Therefore, for students using weblogs to learn in a MIS course, the follow-
ing hypothesis is proposed:
H6: Confirmation has a positive effect on perceived usefulness of weblogs.
Consistent with the postulates of ECM, students’ satisfaction with IS use is high if
they appreciate the perceived advantages of such tools. By the same token, satisfaction
with a technology is high if students are able to confirm their initial expectations of the
benefits of using the technology. Prior studies of ICT-enabled learning environments
provided strong support of importance of perceived usefulness of ICT and users’ satis-
faction with such technologies (e.g., Limayem & Cheung, 2008; Sørebø et al., 2009; Lee,
2010; Stone & Baker-Eveleth, 2013). In fact, confirmation was reported to be a key
determinant of students’ satisfaction with ICT-enabled learning systems (e.g., Limayem
& Cheung, 2008; Sørebø et al., 2009; Lee, 2010; Stone & Baker-Eveleth, 2013; Cheng,
2014; Liao et al., 2015). Previous studies of blog learning and teaching also showed that
perceived usefulness and confirmation are important predictors of satisfaction with
weblog use (e.g., Tang et al., 2014; Chen et al., 2015). Therefore, for students using
weblogs to learn in a MIS course, the following hypotheses are proposed:
H7: Perceived usefulness has a positive effect on satisfaction with weblogs.
H8: Confirmation has a positive effect on satisfaction with weblogs.
ECM research showed that continuance usage intention of IS was determined
primarily by satisfaction with previous experience with IS and secondarily by perceived
usefulness of IS (Bhattacherjee, 2001; Sørebø et al., 2009; Cheng, 2014; Chen et al.,
2015). Broadly, satisfaction with IS influences users’ attitudes and intentions to reuse a
technology (Bhattacherjee, 2001). Likewise, perceived usefulness of IS leads to initial
acceptance and continued usage behaviors (Davis, 1989; Bhattacherjee, 2001). Prior
studies have found that both satisfaction with, and perceived usefulness of IS, strongly
influence on students’ continued intention to use learning technologies in higher edu-
cational contexts (e.g., Ifinedo, 2007; Limayem & Cheung, 2008; Stone & Baker-Eveleth,
2013; Cheng, 2014; Liao et al., 2015). Similar results were reported for weblog use for
teaching and learning purposes (e.g., Tang et al., 2014; Chen et al., 2015; Ifinedo, 2016).
Therefore, for students using weblogs to learn in a MIS course, the following hypotheses
are proposed:
H9: Satisfaction has a positive effect on weblogs’ continuance usage intention.
H10: Perceived usefulness has a positive effect on weblogs’ continuance usage
intention.
Research method
Procedure and participants
A survey research design was used to investigate students’ perceptions of and experi-
ences with weblog use in a MIS course at a small university (i.e., with an average class
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 8 of 18
9. size of 25) in the Canadian province of Nova Scotia. Each student in the course was
asked to create a blog on any concept taken from the course textbook. Uniqueness in
blog content was emphasized. Students were instructed to review the blogs of peers
and provide appropriate feedback or comments. The instructor read all blog posts and
provided feedback as well. To motivate students, the instructor informed them that the
multiple-choice section of the class tests will include items taken from student blogs.
Marks were also awarded for the following: (a) quality of created blogs and (b) quality
of comments and feedback provided to peers.
At the end of the course, the instructor applied for and received research ethics board
approval from their university to survey students’ perceptions on the issue. The ques-
tionnaire was self-administered and participation was voluntary. Students were
instructed to provide candid opinions on the issues covered in the questionnaires. The
average response rate for the MIS classes used for the study is 94%. Data was collected
from four classes taught by the researcher (instructor). The results of a Chi square test
(significant at p < 0.5) did not indicate differences in students’ opinions on the issues
under investigation across the four classes.
The study’s participants were all undergraduate students (n = 108). They were mainly
third and fourth year students. The participants were all Bachelor of Business Adminis-
tration (BBA) students. 81.5% of participants (88) have 8 or more years’ experience
using the Internet. 32.4%, 59.3%, and 8.3% of the students used Blog.com, WordPress.-
com and other blogging sites, respectively for the assignment. The rest of participants’
demographic profile is shown in Table 1.
Instrument development
To ensure content validity, items previously validated in the literature were used to
operationalize the study’s constructs. Items used to represent perceived fit were adapted
from McGill and Hobbs (2008) and Lin (2012). Perceived individual learning support
was represented by items obtained from Cheng et al. (2011). Measures were taken from
Table 1 The participant’s demographic profile
Measure Category Number Percent
Gender Male 51 47.2
Female 57 52.8
Age Less than 18 years 0 0
19–21 years 55 50.9
22–24 years 36 33.3
25–27 years 5 4.6
Above 27 years 12 11.1
Year of study Year 1 2 1.9
Year 2 13 12.0
Year 3 53 49.1
Year4 39 36.1
Missing 1 0.9
Familiar with blog use in learning before taking the course Yes 60 55.6
No 48 44.4
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 9 of 18
10. Davis (1989), Lee (2010), and Bhattacherjee (2001) for the items used to operationalize
the constructs of perceived usefulness, satisfaction, and confirmation. To measure
continuance usage intention, measuring items adapted from Cheng et al. (2011) and
Tang et al. (2014) were used. All the questionnaire items used a seven-point Likert-type
scale ranging from strongly disagree (1) to strongly agree (7). Table 2 shows the items
used in the questionnaire and their descriptive statistics.
Table 2 The questionnaire’s items, their descriptive statistics and item loadings
Construct Item
no.
Item description Mean Standard
deviation
Item
loading
Perceived fit PIF_1 Using blogs fit well with learning MIS. 5.370 1.181 0.929
PIF_2 Using blogs fit well with helping me to be
efficient in learning MIS.
5.028 1.443 0.879
PIF_3 Using blogs is compatible with my learning MIS. 5.130 1.305 0.967
PIF_4 Using blogs has provided me with a good
opportunity to learn MIS well.
4.972 1.424 0.889
Perceived individual
learning support
PID_1 Blogging would help me construct or build
knowledge needed for my MIS course.
5.046 1.423 0.992
PID_2 Using blogging would enhance my effectiveness
in learning MIS.
5.102 1.387 0.986
PID_3 Blogging would help me identify knowledge
gaps or learning needs in my MIS course.
4.991 1.411 0.982
Perceived
usefulness
PUS_1 Using blogs for my MIS course improved my
learning performance in that subject.
5.139 1.363 0.951
PUS_2 Using blogs for my MIS course increased my
learning effectiveness in that subject.
5.148 1.338 0.956
PUS_3 Using blogs helped me learn MIS better. 5.009 1.469 0.932
PUS_4 Using blogs in my MIS course are helpful in
preparing for quizzes/tests.
5.084 1.591 0.92
Confirmation COF_1 My experience with using blogs was better
than what I expected.
5.028 1.463 0.911
COF_2 Using blogs for learning in my MIS class was
better than I expected.
5.111 1.543 0.899
COF_3 The service provided by blog sites was better
than what I expected.
4.718 1.599 0.82
COF_4 Overall, most of my expectations regarding
using blogs in my MIS course were confirmed.
5.140 1.232 0.789
Satisfaction SAT_1 I am satisfied with blogs as learning tools. 5.176 1.359 0.981
SAT_2 I am satisfied with blogs as tools for creating
and sharing knowledge.
5.449 1.305 0.995
SAT_3 I feel satisfied using blogs for my MIS course. 5.352 1.396 0.992
SAT_4 I am happy I used blogs for learning in my
MIS class.
5.352 1.356 0.887
SAT_5 I am pleased with the experience of using blogs
for my MIS course.
5.528 1.322 0.957
Continuance usage
intention
CUI_1 If I could, I would like to continue using blogs
in my learning activities in the future.
4.639 1.579 0.995
CUI_2 If possible, I would prefer to continue using blogs
in my courses in the future
4.556 1.596 0.981
CUI_3 I will strongly recommend that others use blogs
for learning.
4.648 1.614 0.972
CUI_4 Given that I have access to blogs in my courses, I
intend to use them.
4.519 1.597 0.959
The item loadings in bold font indicate entries with significant results for that specific factor or construct
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 10 of 18
11. Data analysis
The partial least squares (PLS) technique of structural equation model (SEM) (Hair,
Ringle, & Sarstedt, 2011) was used to test the study’s hypotheses. PLS is used because it
does not require a large sample size and is more suitable for hypothesis testing than
other SEM techniques (Hair, Black, Babin, & Anderson, 2010; Hair et al., 2011). PLS
provides information on the measurement and structural models.
In the measurement model, information about the reliability and validity of the
constructs and their measures, are provided. WarpPLS 5.0 software (Kock, 2015) was
used to conduct PLS analysis. The reliability of measures was evaluated with Cronbach’s
Alpha (α) and composite reliability values. Values of 0.7 or greater indicate a good reliabil-
ity of measures (Hair et al., 2011). Convergent validity and discriminant validity, which
show distinct nature of the models’ constructs was assessed. In assessing the validity of
the constructs, it is recommended that a construct’s Average Variance Extracted (AVE) be
higher than 0.5, and the AVE’s squared root of each construct exceed its correlation coeffi-
cient with the other constructs in the model (Fornell & Larcker, 1981). Standardized item
loadings exceeding 0.707 strengthen the validity of constructs (Hair et al., 2011). Notably,
measurement items should load highly (> 0.70) on their theoretically assigned construct
and lowly (≤ 0.30) on other constructs (cross loadings) (Gefen & Straub, 2005; Hair et al.,
2010). Tables 2, 3, and 4 indicate that the results obtained for the measurement model
have sufficient psychometric properties and meet required standards.
Information provided in structural models includes the regression coefficient, i.e.,
beta (β), path significance, and the squared-R (R2
) values, which shows the model’s abil-
ity in explaining the variation in the dependent variable. R2
values of 0.20 and higher
indicate substantive influence. The WarpPLS 5.0 results for the model are shown in
Fig. 2. All the ten (10) formulated hypotheses were significantly supported. The results
show that the amount of variance explained by the interaction of the independent
constructs in the model ranged from 52% to 76%. The main information indicates that
the amount of variance in the study’s dependent variable (i.e., continuance usage
intention) explained by perceived usefulness and satisfaction is 57%.
Discussion The goal of this study was to examine factors impacting undergraduate
students’ continuance intention to use weblogs for learning in a MIS course. The result
Table 3 Composite Reliability, Cronbach Alphas, AVEs, and inter-construct correlations
COM CRA AVE PFI PID PUS COF SAT CUI
PFI 0.949 0.928 0.823 0.907 0.764 0.838 0.674 0.797 0.588
PID 0.972 0.956 0.919 0.764 0.959 0.744 0.633 0.708 0.64
PUS 0.964 0.950 0.870 0.838 0.744 0.933 0.705 0.784 0.601
COF 0.869 0.794 0.628 0.674 0.633 0.705 0.793 0.751 0.687
SAT 0.969 0.959 0.860 0.797 0.708 0.784 0.751 0.927 0.722
CUI 0.965 0.952 0.873 0.588 0.64 0.601 0.687 0.722 0.934
Note:
a) COM = composite reliability; CRA = Cronbach’s alpha; AVE = average variance extracted; PFI = perceived fit; PID =
Perceived individual learning support; PUS = perceived usefulness; COF = confirmation; SAT = satisfaction; CUI =
continuance usage intention;
b) Off-diagonal elements are correlations among constructs;
c) The bold fonts in the leading diagonals are the square root of AVEs
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 11 of 18
12. shows that a student’s perceived fit with weblogs has a positive effect on his or her
perception of the usefulness of such tools in learning MIS; Thus H1 is supported. This
finding is in line with observations in the extant literature indicating that learners’ com-
patibility, styles, and fit are positively linked to their perceived usefulness of learning
technologies (Akkoyunlu & Soylu, 2008; Lai & Chen, 2011; Lin, & Wang, CH., 2012).
As predicted for H2, perceived fit was shown to have a significant effect on confirm-
ation. That is, students learning MIS with weblogs are able to confirm the benefits of
Table 4 Item loadings and cross-loadings
PIF PID PUS COF SAT CUI
PIF_1 0.929 0.112 −0.288 −0.12 0.13 −0.101
PIF_2 0.879 −0.062 0.402 0.203 −0.144 0.011
PIF_3 0.967 −0.001 −0.236 0.008 −0.086 0.049
PIF_4 0.889 −0.095 0.423 −0.063 0.129 0.045
PID_1 −0.021 0.992 0.089 −0.047 0.068 −0.021
PID_2 −0.049 0.986 −0.018 0.129 0.047 −0.073
PID_3 0.067 0.982 −0.065 −0.08 − 0.109 0.089
PUS_1 −0.148 −0.033 0.951 −0.097 0.245 −0.048
PUS_2 −0.141 −0.029 0.956 −0.186 0.167 0.049
PUS_3 0.218 0.079 0.932 0.249 −0.123 0.017
PUS_4 0.148 0.009 0.92 0.122 −0.342 −0.016
COF_1 0.052 −0.217 0.201 0.911 0.207 −0.19
COF_2 0.131 −0.009 −0.153 0.899 0.375 −0.1
COF_3 −0.231 −0.163 − 0.013 0.82 − 0.227 0.442
COF_4 0.036 0.431 −0.055 0.789 −0.413 −0.128
SAT_1 −0.142 −0.005 0.09 0.095 0.981 0.031
SAT_2 −0.053 0.023 0.047 −0.058 0.995 0.034
SAT_3 0.006 0.032 −0.095 0.056 0.992 −0.059
SAT_4 0.319 0.029 −0.138 0.285 0.887 −0.101
SAT_5 −0.059 −0.06 0.067 −0.26 0.957 0.068
CUI_1 0.005 −0.066 −0.015 − 0.074 0.009 0.995
CUI_2 −0.094 −0.031 − 0.038 −0.063 0.151 0.981
CUI_3 −0.116 0.149 0.12 0.067 −0.04 0.972
CUI_4 0.215 −0.03 −0.054 0.096 −0.147 0.959
Note:
** = significant at p < 0.01
* = significant at p < 0.05
Perceived fit
Perceived individual
learning support
R2
= 0.59
Perceived usefulness
R2
= 0.76
Confirmation
R2
= 0.52
Satisfaction
R2
= 0.74
Continuance
usage intention
R2
= 0.57
0.56**
0.50**
0.70**
0.19*
0.26**
0.21*
0.50**
0.45**
0.22**
0.58**
Fig. 2 Results of PLS analysis for the proposed research model
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 12 of 18
13. using weblogs to learn the course material when their fit with such technologies is
correspondingly high. This result supports previous studies which demonstrated that a
significant positive relationship exists between perceived fit and confirmation of the
expected consequences of technology use in learning environments (e.g., McGill &
Klobas, 2009; Lin, & Wang, CH., 2012; Terzis et al., 2013). With regard to students
using weblogs to learn MIS, their perceived individual learning support was found to
have a significant effect on perceptions of the usefulness of the technology (H3). This
result is analogous to those reported by others investigating similar phenomena (e.g.,
Sørebø et al., 2009; Cho et al., 2009; Liu et al., 2010; Cheng et al., 2011; Lowe et al., 2013).
H4, which predicted that the factor of perceived individual learning support would have
a positive effect on confirmation of expectations of using weblogs to learn MIS, was
supported by the data. Previous research has suggested that individual learning support
(e.g., perceptions of user-interface design, system support, functionality, and learning
motivation) can be the key antecedents of confirmation of expected benefits of using such
tools (e.g., Chiu et al., 2005; Tao et al., 2009; Liu et al., 2010; Cheng et al., 2011).
With respect to students using weblogs to learn MIS, perceived fit was found to have
a positive effect on their perceived individual learning support (H5). This finding is
consistent with espoused views by other researchers who investigated comparable rela-
tionships (e.g., Akkoyunlu & Soylu, 2008; McGill & Hobbs, 2008; Lin, & Wang, CH.,
2012; Terzis et al., 2013). Confirmation of the expected benefits of using weblogs to
learn MIS is an important predictor of perceived usefulness of such tools by students
(H6). Studies by Tang et al. (2014) and Chen et al. (2015), who examined the effect of
confirmation on perceived usefulness in the context of weblog learning, offered a view
comparable to the one being presented herein.
The data confirms H7 to show that perceived usefulness has a positive effect on
satisfaction with weblogs usage. That is, students using weblogs to learn in a MIS
course were more satisfied when their perceptions of the usefulness of such tools
were equally high. In other words, perceived usefulness of weblogs is a strong pre-
dictor of satisfaction with usage of such tools for learning courses such as MIS.
Several prior studies of ICT-enabled learning environments and weblog usage by
students have provided strong evidence to support the foregoing claim (Limayem
& Cheung, 2008; Sørebø et al., 2009; Lee, 2010; Liao et al., 2015; Tang et al., 2014;
Chen et al., 2015). H8 was confirmed to show that students using weblogs to learn
MIS were satisfied when their expectations of the benefits of using such tools were
confirmed. This result is in agreement with the findings reported in other studies
(Sørebø et al., 2009; Stone & Baker-Eveleth, 2013; Liao et al., 2015; Tang et al.,
2014; Chen et al., 2015).
The result for H9 clearly indicates that students who are satisfied with the use of
weblogs for learning in the MIS class are more likely to continue using the technology
for such purposes in the future. As per H10, the data shows that when students’ per-
ceptions of the usefulness of weblogs are high, their continued intent to use such tech-
nologies will correspondingly be high. These findings are consistent with the
observations in previous comparable studies confirming the positive effects of perceived
usefulness and satisfaction on students’ continued intention to use ICT-enabled learn-
ing technologies (Limayem & Cheung, 2008; Stone & Baker-Eveleth, 2013; Liao et al.,
2015; Tang et al., 2014; Chen et al., 2015).
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 13 of 18
14. Theoretical implications
This study has contributed to research on continuance usage intention of weblogs in
higher educational contexts. Perspectives of students’ intention to continue using blog-
ging to learn MIS enriches and diversifies knowledge in the area. This study demon-
strates that ECM is a valuable framework for explaining students’ continued intention
to use weblogs for learning purposes. This study offers further support for the suitabil-
ity of ECM in predicting continued usage intention of ICT products. In this study,
ECM was infused with two relevant antecedents, i.e., perceived fit and perceived indi-
vidual learning support, which were shown to be pertinent antecedents to continued
intention to use weblogs, at least, in the context of students’ use of such tools to learn
in a MIS course.
This study lends credence to previous work that showed that factors such as
perceived fit, perceived individual learning support, perceived usefulness, confirmation,
and satisfaction have positive effects on students’ continuance usage intention in ICT-
supported learning environments. This current endeavor opens up an opportunity for
theory development in the area of continuance usage intention of technologies in
higher educational contexts. Other researchers can expand this study’s research model
by incorporating other intrinsic motivational and affective factors (e.g., perceived self-
efficacy, perceived playfulness, affect, and anxiety) to deepen understanding.
It is worth pointing out that this study found students’ satisfaction with weblog use to
be the strongest predictor of continuance usage intention followed by perceived useful-
ness. Other weblog studies revealed a similar result (e.g., Chen et al., 2015; Tang et al.,
2014); however, studies of other ICT-enabled learning technologies found perceived
usefulness to be strongest predictor of students’ intention to continue using this technol-
ogy (e.g., Limayem & Cheung, 2008). Furthermore, some other studies revealed that stu-
dent satisfaction was unrelated to their intention to continue using e-learning technology.
Information similar to that noted herein can be beneficial for future inquires in the area.
Practical implications
Regarding encouraging students’ continuance intention to use weblogs for learning
MIS, the results of this study provide useful directions for instructors and other practi-
tioners. One key practical implication from this research is that students’ satisfaction
with weblogs use for learning MIS is the most important proximal antecedent of future
usage intentions. Thus, MIS instructors should find ways to ensure that students are
generally pleased with using weblogs to learn the course content. For instance, incen-
tives similar to those offered to student participants taking the MIS course used in this
study could be considered. Namely, blogging tasks as part of course work could be
made quasi-mandatory and instructors should endeavor to grade or mark such assign-
ments (Luik & Taimalu, 2016).
In an attempt to ensure students continue using weblogs to learn MIS or related
courses, instructors could promote the tangible usefulness or benefits of weblog usage
for learning. Practical information on how such tools help students enhance learning
effectiveness should be communicated (Lowe et al., 2013). For instance, several com-
ments received from students in the study showed that through the MIS blogging task,
they were able to gain deeper understanding of the various MIS concepts through both
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 14 of 18
15. the self-reflection on their own postings and interaction with peer postings. Admittedly,
the instructor’s knowledge of certain topics was enhanced by students’ postings on
emerging concepts and advances in MIS not currently captured or reflected in the
course textbook. Furthermore, the instructor observed an improvement in students’
performance in the course. Namely, the class average score in the preceding four MIS
classes was 69.7%; the mean score for the four classes in which weblogs were used was
72.3%. Even though, the increase may appear marginal, it still shows an upward trend
in student performance in the course. It is important to stress that the conditions (e.g.,
similar class size, same textbook, same instructor, similar student attributes) were
constant in both cohorts. Sharing information about the potential benefits of blogging
for learning will enhance their perceptions of the usefulness of such tools for learning,
which in turn leads to continued use of such technologies.
Confirmation of expected benefits of using weblogs to learn MIS or related courses
lead to higher satisfaction levels with such technologies. To that end, an instructor may
provide initial training opportunities or orientation classes on what to expect with
regard to using weblogs for learning purposes; such exposure ultimately facilitates
intentions to continue using these technologies. Given that weblog use leverages a
learner’s autonomy in the learning space, instructors using such technologies while
teaching ever-evolving subjects such as MIS must not adopt a rigid mindset on what
they deem ‘known facts’. As indicated, students using weblogs in this study uncovered
and posted new information not yet included their course text.
Perceived fit and perceived individual learning support are important antecedents to
the core constructs of ECM. To that end, it is recommended that instructors of MIS
and similar courses could provide basic training to students on how to align beliefs,
learning needs, and approaches with weblogs used in learning spaces. Lai et al. (2012)
noted that it is only when students feel that the use of a particular technology is
compatible with their learning styles, expectations, and beliefs, will they be inclined to
initially adopt the technology for learning and continue using such. Administrators in
the higher education sector who wish to introduce weblogs in their institutions could
create supportive environments by encouraging efforts which seek to align such tools
with students’ and teachers’ styles and needs. Blog service providers should continue to
develop tools that can leverage the learning styles and needs of users such as students.
Such an alignment, if achievable, can foster positive attitudes toward weblogs, which is
promising for sustained use of such tools by students.
Limitations and future research directions
There are limitations in this study. The study’s sample size is small; however, as noted,
PLS places minimal requirements on sample sizes. This study used a convenience
sample, which was constrained by extraneous factors in the research location. As a con-
sequence, selection bias might exist for the study. A random sampling method removes
selection bias. Similarly, non-response bias cannot be ruled out as the views of students
who did not use weblogs to learn in the MIS classes were not sampled. As the research
participants were undergraduate students, the findings reported in the study cannot be
applied to all contexts, including post graduate students and working professionals.
Data was collected from one location; thus, the generalizability of the results to all
Ifinedo International Journal of Educational Technology in Higher Education (2018) 15:7 Page 15 of 18
16. locations and settings is not advised. A cross-sectional survey was used to collect data.
Empirical data from a longitudinal survey offers a more robust capability for predicting
behavior over time. The sampled students’ views of blogging were presented from the
viewpoint of a single course: MIS. It is not certain if the same results would be uncov-
ered for other academic courses.
Future research on the topic can expand this current effort by considering the following
areas. First, the noted limitations in the research project should be addressed. Second,
follow-up studies could compare students’ continued usage intention of weblogs use for
learning MIS and related courses. Third, improving the generalizability of the results,
other settings (e.g., larger universities and other countries) could be considered. Fourth,
the research model used for the study did not include all possible factors that could serve
as potential antecedents to continued usage intention. Future research should incorporate
the effects of factors such as computer habits, perceived competence, perceived enjoy-
ment, techno-phobia, and so on to increase knowledge in the area.
Conclusion
Based on ECM, which was fused with the intrinsic motivational factors related to
perceived fit and perceived individual learning support, this study investigated under-
graduate students’ continuance usage intention of weblogs in a MIS course. The results
confirmed that perceived fit, perceived individual learning support, perceived useful-
ness, confirmation, and satisfaction are key predictors of students’ intention to continue
using weblogs for learning in a MIS class. Notably, perceived fit and perceived individ-
ual learning support are important antecedents to continued usage of weblogs for the
sampled students. Research on students’ adoption and continued use of blogging tools
for learning in higher education contexts, is enriched by this effort.
Acknowledgements
The study was conducted solely by the author of the paper.
Ethics approval and consent to participate
The Research Ethics Board of Cape Breton University, Canada approved the study.
Competing interests
The study was supported by an internal funding grant received from Cape Breton University, Canada.
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Received: 27 July 2017 Accepted: 10 January 2018
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