Other affiliations: University of Macau, Qingdao Agricultural University, University of Adelaide ...read more
Bio: Fang Huang is an academic researcher from Qingdao University. The author has contributed to research in topics: Open innovation & Technology acceptance model. The author has an hindex of 18, co-authored 63 publications receiving 995 citations. Previous affiliations of Fang Huang include University of Macau & Qingdao Agricultural University.
TL;DR: In this paper, the authors test for the significance of interaction effects between open innovation strategies and absorptive capacity, finding support for the idea that effective knowledge absorption capabilities are of vital importance in the facilitation of innovation effectiveness.
Abstract: The open innovation approach emphasizes porous knowledge boundaries between firms and upstream suppliers, but tends to ignore questions of transformative efficiency and effectiveness once the knowledge reaches the focal organization. In this paper, we test for the significance of interaction effects between open innovation strategies and absorptive capacity, finding support for the idea that effective knowledge absorption capabilities are of vital importance in the facilitation of innovation effectiveness.
01 Jan 2009
TL;DR: This study deepens the understanding of the development of learners' continuance intention in the MOOC setting in the following aspects: the strong link between confirmation and both satisfaction and attitude suggests that MOOC instructors or designers must be prudent in advertising the courses to avoid exaggerating their benefits and the system's affordances.
Abstract: To gain more insight into the issue of high dropout rate in MOOC learning, this study aims at exploring the factors underlying the continuance intention to learn in the Massive Open Online Course (MOOC) setting. By modifying and extending the Expectation Confirmation Model (ECM), the authors propose a research model that includes cognitive and affective variables, captures reflections of the past and expectations for the future and takes into account both intrinsic and extrinsic motives in the model construction to explain learners' intention to persist in learning a MOOC. The proposed model was tested with data from Chinese university students. The results show that the proposed model can explain 48% of continuance intention. The new variables (attitude and curiosity) added to the ECM were all found to be significant in explaining continuance intention. This study deepens our understanding of the development of learners' continuance intention in the MOOC setting in the following aspects: (a) although the personal trait, curiosity, was found to predict subsequent continuance intention, attitude played a considerably dominant role. In addition to respecting individual differences, practitioners can devise appropriate interventions to change attitudes and influence learners' retention in MOOCs; (b) the strong link between confirmation and both satisfaction and attitude suggests that MOOC instructors or designers must be prudent in advertising the courses to avoid exaggerating their benefits and the system's affordances.
TL;DR: In this paper, the authors examine intentions of English teachers' acceptance of technology in English teaching in China and examine the paradox between pervasive promotion of technology use and lack of studies about teachers' technology acceptance in China.
Abstract: Given the paradox between pervasive promotion of technology use in English teaching and lack of studies about teachers’ technology acceptance in China, this study aims to examine intentions of Engl...
TL;DR: In this paper, a study aimed to research on the factors that influence student users' intentions to adopt Moodle for learning purposes in Macau and found that usefulness was significantly associated with ease of use, output quality, trialability, as well as subjective norm.
Abstract: Moodle is widely used in higher education institutions in this digital age. With the growing popularity of Moodle use in education, this study aimed to research on the factors that influence student users’ intentions to adopt Moodle for learning purposes in Macau. A total of 564 students from nine departments at the University of Macau responded to a survey in which ten constructs from a framework that integrated the Diffusion of Innovation Theory and Technology Acceptance Model, were measured. The results of this study showed that the research model had a good fit. Two variables—usefulness and ease of use—had significantly influenced Macau students’ attitudes towards Moodle use. Other variables such as usefulness, attitude, and perceived behavioral control were found to be important determinants of students’ behavioral intentions. Furthermore, usefulness was significantly associated with ease of use, output quality, trialability, as well as subjective norm. Students’ perceptions on the ease of use was significantly influenced by technology complexity and trialability. On the whole, the proposed research model had explained 66% of the variance of Macau university students’ behavioral intentions to use Moodle. This study contributed to deepening our understanding of technology acceptance theories by contextualizing the current study within the Macau higher education.
29 Nov 2005
01 Jan 1999
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index