Basics of qualitative research: Grounded theory procedures and techniques

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Narrative Methods for the Human Sciences

This study investigates the effectiveness of using e-learning in teaching in tertiary institutions. In institutions of higher education, the issue of utilizing modern information and communication technologies for teaching and learning is very important. This study reviews literature and gives a scholarly background to the study by reviewing some contributions made by various researchers and institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It unveils some views that people and institutions have shared globally on the adoption and integration of e-learning technologies in education through surveys and other observations. It looks at the meaning or definitions of e-learning as given by different researchers and the role that e-learning plays in higher educational institutions in relation to teaching and learning processes, and the advantages and disadvantages of its adoption and implemention.

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The role of e-learning, the advantages and disadvantages of its adoption in Higher Education.

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Ease of use and usefulness are believed to be fundamental in determining the acceptance and use of various, corporate ITs. These beliefs, however, may not explain the user’s behavior toward newly emerging ITs, such as the World-Wide-Web (WWW). In this study, we introduce playfulness as a new factor that reflects the user’s intrinsic belief in WWW acceptance. Using it as an intrinsic motivation factor, we extend and empirically validate the Technology Acceptance Model (TAM) for the WWW context. # 2001 Elsevier Science B.V. All rights reserved.

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Beyond the Usefulness and Ease of Use : Extending the TAM for a World - Wide - Web Context

The primary questions addressed in this paper are the following: what are the factors that affect students’ adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students’ adoption of an e-learning system in a university in Jordan. E-learning adoption is approached from the information systems acceptance point of view. This suggests that a prior condition for learning effectively using e-learning systems is that students must actually use them. Thus, a greater knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a better understanding of student acceptance of e-learning systems. In turn, this will help and guide those who develop, implement, and deliver e-learning systems. In this study, an extended version of the Technology Acceptance Model (TAM) was developed to investigate the underlying factors that influence students’ decisions to use an e-learning system. The TAM was populated using data gathered from a survey of 486 undergraduate students using the Moodle based e-learning system at the Arab Open University. The model was estimated using Structural Equation Modelling (SEM). A path model was developed to analyze the relationships between the factors to explain students’ adoption of the e-learning system. Whilst findings support existing literature about prior experience affecting perceptions, they also point to surprising group effects, which may merit future exploration.

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Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

The auto industry has undergone substantial structural and other change in the last 20 years. The influences of globalisation, implementation of lean production and the development of modularisation have had profound influences on the relationships between automobile assemblers (OEMs) and their suppliers, in particular those in the first tier. In the age of e‐business and global outsourcing the development of supplier parks could be argued to be surprising. This paper briefly outlines the development of supplier parks as part of the auto industry supply chain and offers some potential theoretical perspectives on why they have emerged.

Supplier parks in the automotive industry

Economies of scale are often cited in the higher education literature as being one of the drivers for the deployment of e‐learning. They are variously used to support the notions that higher education is becoming more global, that national policy towards e‐learning should promote scale efficiencies, that larger institutions will be better able to compete in the future, and that there should be substantial investment in the development of e‐learning materials and online courses. These claims are discussed, but it is argued that the evidence is mixed. In particular, many of the supposed benefits of economies of scale derive from the related concept of economies of scope, and an understanding of how economies of scale and scope interact is important in analysing the future development of e‐learning. The article argues that economies of scope need to identified, better understood and planned for if we are to realise the potential economic benefits of e‐learning.

Economies of Scale and Scope in E-Learning

Modularisation is the predominant approach used in the modern automotive industry to widen the variety of products available in the market place at affordable prices. Modularisation has taken place in the context of increased global competition in the industry, a trend towards greater outsourcing of both module manufacture and development and greater volatility in consumer demand at the model level. Modularisation is both a strategy and a process. Like all shifts in the organisation of production in the industry there are potential limits to what can be achieved through modularisation. This paper explores some the extent to which the market itself may impose limitations on what can be achieved via modularisation.

Are there market limits to modularisation

This research investigates and identifies some of the major factors affecting studentsâ?? adoption of an e-learning system at Arab Open University in Jordan. E-learning adoption is approached from the information systems acceptance point of view. An extended version of the Technology Acceptance Model (TAM) was developed to investigate the underlying factors that influence studentsâ?? decisions to use an e-learning system. The proposed model uses the actual use of an e-learning system. It is different from most of the prior TAM studies, which only used a single dependent variable (intention to use). The model was estimated using Structural Equation Modelling (SEM). The final models derived from this study indicated that beliefs of usefulness and ease of use partially mediate the relationship between external factors and intention to use and actual use of e-learning systems.

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David Morris

Papers

Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

Supplier parks in the automotive industry

Economies of Scale and Scope in E-Learning

Are there market limits to modularisation

Students' decisions to use an eLearning system: a structural equation modelling analysis