With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by individuals is critical to the successful implementation of m-learning systems.Thus, there is a need to research the factors that affect user intention to use m-learning. Based on the unified theory of acceptance and use of technology (UTAUT), which integrates elements across eight models of information technology use, this study was to investigate the determinants of m-learning acceptance and to discover if there exist either age or gender differences in the acceptance of m-learning, or both. Data collected from 330 respondents inTaiwan were tested against the research model using the structural equation modelling approach. The results indicate that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were all significant determinants of behavioural intention to use m-learning. We also found that age differences moderate the effects of effort expectancy and social influence on m-learning use intention, and that gender differences moderate the effects of social influence and self-management of learning on m-learning use intention.These findings provide several important implications for m-learning acceptance, in terms of both research and practice.

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Investigating the determinants and age and gender differences in the acceptance of mobile learning

Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation-confirmation model (ECM), the technology acceptance model (TAM), the theory of planned behavior (TPB), and the flow theory to hypothesize a theoretical model to explain and predict the users' intentions to continue using e-learning. The hypothesized model is validated empirically using a sample collected from 363 learners of a Web-based learning program designed for continuing education. The results demonstrate that satisfaction has the most significant effect on users' continuance intention, followed by perceived usefulness, attitude, concentration, subjective norm, and perceived behavior control as significant but weaker predictors. The implications of these findings for e-learning practitioners are discussed at the end of this work.

Explaining and predicting users' continuance intention toward e-learning: An extension of the expectation-confirmation model

The theory of the growth of the firm

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least 'sometimes' or 'frequently' (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. With regard to their expectations, i.e., aspects of a course they consider important, students' achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students' assessments of the instructor's expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students' motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors.

Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction

There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners' satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners' perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.

Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation

Measuring e-learning systems success in an organizational context: Scale development and validation

The web-based e-learning system (WELS) has emerged as a new means of skill training and knowledge acquisition, encouraging both academia and industry to invest resources in the adoption of this system. Traditionally, most pre- and post-adoption tasks related to evaluation are carried out from the viewpoints of technology. Since users have been widely recognized as being a key group of stakeholders in influencing the adoption of information systems, their attitudes toward this system are pivotal. Therefore, based on the theory of multi-criteria decision making and the research products of user satisfaction from the fields of human-computer interaction and information systems, this study proposed a multi-criteria methodology from the perspective of learner satisfaction to support those evaluation-based activities taking place at the pre- and post-adoption phases of the WELS life cycle. In addition, by following this methodology, this study empirically investigated learners' perceptions of the relative importance of decision criteria. This investigation carried out a survey of college students, and the data thus obtained was then analyzed by analytic hierarchy process in order to derive an integrated preference structure of learners as a ground for evaluation. We found that learners regarded the learner interface as being the most important dimension of decision criteria. Future applications of these results are recommended and the implications are discussed.

Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications

This paper proposes an analytic framework for competence set (CS) expansion and presents a case of small and medium enterprise that has used this framework. The purpose is to illustrate how a small and medium enterprise (SME) expands its CS as a response to intensified competition in industry and, by means of this, to demonstrate the applicability of this framework. The CS expansion started with the construction of a ‘goal and operation principles’ hierarchy regarding the status quo. Based on the hierarchy, the CS necessary to enforce the principles and achieve the goal is derived. Through the application of various strategic planning tools, the goal for the future has been planned, and the CS necessary to achieve this goal has been analyzed. The enterprise can then determine the CS gap by comparing the CS it possesses right now against the one it should possess in the future, and related efforts can be made to develop strategies to bridge the gap. This paper, based on the experience of the case ...

An Analytic Framework for Competence Set Expansion: Lessons Learned from an SME

Technological advancement has brought dramatic changes to most industries. As a result, the pressure to compete has intensified tremendously. This is especially evident in the information service (IS) industry where the need of companies to expand their employees' competence set (CS) becomes critical. This study investigated whether CS expansion in the IS industry is a planned behavior moderated by individual style of action control. A mail survey was carried out to collect data from the IS companies in Taiwan. A total of 190 valid samples were obtained. The results of analyses showed that our proposed model provided a good fit to the data. Attitude tendency (AT), subjective norms (SN), and computer/information technology (IT) self-efficacy positively affected employees' intentions of expanding the CS. Moreover, we found that the action control style moderated the effects of AT, SN, and computer/IT self-efficacy on behavioral intention. The implications of this study as well as its limitations are discussed.

Is competence set expansion in the information service industry a planned behavior? The moderating effects of action control style

The asynchronous e-learning system (AELS) has been prevalent in both academia and industry. However, conventional evaluation of the AELS has leaned heavily towards the technical aspects of information systems. Since user satisfaction has been extensively proved and recognized as being a critical factor in influencing the success of information systems, this study deals with AELS evaluation from the perspective of user satisfaction. A survey of college students was carried out to collect data, which was then analyzed by analytic hierarchy process. The results show that the most important dimension of decision criteria was the learner interface. Operational stability, ease of accessing shared data, useful content, and capability of controlling learning progress top each dimension, respectively.

Daniel Y. Shee

Papers

Measuring e-learning systems success in an organizational context: Scale development and validation

Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications

An Analytic Framework for Competence Set Expansion: Lessons Learned from an SME

Is competence set expansion in the information service industry a planned behavior? The moderating effects of action control style

Constructing a multi-criteria framework for evaluating asynchronous e-learning system: a user satisfaction perspective