An online learning community enables learners to access up-to-date information via the Internet anytime-anywhere because of the ubiquity of the World Wide Web (WWW). Students can also interact with one another during the learning process. Hence, researchers want to determine whether such interaction produces learning synergy in an online learning community. In this paper, we take the Technology Acceptance Model as a foundation and extend the external variables as well as the Perceived Variables as our model and propose a number of hypotheses. A total of 436 Taiwanese senior high school students participated in this research, and the online learning community focused on learning English. The research results show that all the hypotheses are supported, which indicates that the extended variables can effectively predict whether users will adopt an online learning community. Finally, we discuss the implications of our findings for the future development of online English learning communities.

http://ants.iis.sinica.edu.tw/3BkMJ9lTeWXTSrrvNoKNFDxRm3zFwRR/16/Extending%20the%20TAM%20model%20to%20explore%20the%20factors.pdf

Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community

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

User Centered Design

Review: A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types

Investigating the influence of the most commonly used external variables of TAM on students' Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

In this study, we develop a Web-based learning platform to assist students taking the “Supply Chain Management” course on the Internet. The design is based on Cooperative Learning Theory and the system function models developed by the authors. We also investigate the function utilities required by students who use the platform. The results show that, in descending order, the utility rates of the three function categories are: (1) Functions of Cooperative Learning (e.g., online tutor, assignment discussion room, real-time discussion room, and online assignment hand-in) equal 57%. (2) Functions of Personal Learning (e.g., learning resource sharing, personal learning notes, video instructions, and viewing of peer-learners' assignments) equal 38%. (3) Functions of Web-based Course Evaluation (e.g., online exams and peer review), equal 5%. Based on these results, we propose some concrete suggestions for five aspects of web-based learning, namely, the Learners' Aspect, the Web-based Course Aspect, the Evaluation Aspect, the System Aspect, and the Educators' Aspect.

The Design of a Web-based Learning Platform: A Case Study in Taiwan

Online learning communities are gradually altering the traditional learning style of people because of the pervasiveness of the Internet. The environment of the online learning community has been formed gradually as more and more people join Web sites and learn from each other. A total of 436 senior high school students in Taiwan participated in this research. To test the hypotheses of this research, we use structural equation modeling (SEM) method for validation. All hypotheses we proposed were supported. Finally, we list several implications of this research results as guidelines for developing an online learning community for future study.

Assessment of an Online Learning Community from Technology Acceptance Model in Education

This research mainly investigates how to utilize Internet technology to assist the teaching of "supply chain management". It uses the related Web-based learning theories as the foundation to develop a Web-based learning system. Researchers use observations, questionnaires, and learner portfolio records to collect data for quantitative and qualitative analyses. The major findings of this research are as follow: 1.) through the use of this Web-based learning system, students show obvious improvement in learning, and it also serve as supplement for the insufficiency of traditional classroom learning. 2.) Among peer students, there shows a high rate of interaction. 3.) From verification, the design of this Web-based learning system meets the related learning theories

A Study of the Web-based Learning System for Supply Chain Management Course Teaching

With the birth of Web 2.0, the development of the Internet has entered a new age. In addition to constant changes in information technology, Internet user behavior is radically different than in the past. However, as an educational tool, the application of Web 2.0 is still in its infancy. In this paper, we develop IWiLL 2.0, an online learning community based around the core concepts of Web 2.0. According to our research results, we find that learners experience more interaction from IWiLL 2.0 than IWiLL 1.0, with significant differences. We also present the future work for further study.

I-Fan Liu

Papers

Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community

The Design of a Web-based Learning Platform: A Case Study in Taiwan

Assessment of an Online Learning Community from Technology Acceptance Model in Education

A Study of the Web-based Learning System for Supply Chain Management Course Teaching

A Design for Integration of Web 2.0 and an Online Learning Community: A Pilot Study for IWiLL 2.0