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Among the models that were developed to explain and predict technology usage, the technology acceptance model (TAM) (Davis, Bagozzi &Warshaw, 1989) is arguably one of the most widely adopted and tested across organisational contexts, technologies and cultures. The main goal of the TAM is to describe the influence of users’ beliefs and attitudes on their intention to use technology and, subsequently, the usage of technology itself. In theTAM, two variables, perceived usefulness (PU) and perceived ease of use (PEU), are hypothesised to be fundamental determinants of user acceptance. Furthermore, the TAM postulates that users’ perception of the usefulness and ease of use relative to a particular technology shapes the attitude towards its use and behavioural intention to make use of that technology. Figure 1 shows the TAM.
Although some of the Internet’s negative impact on individual development and lives have been documented in recent years (eg, Chou, Condron & Belland, 2005; Kraut et al 1998; Suler, 1998), most of the users use the Internet positively for their personal advancement and life convenience (eg, Amichai-Hamburger & Furnham, 2007; Lanthier & Windham, 2004). The Internet indeed provides a rich environment that includes significantly positive aspects as well as negative ones and, when used appropriately, may greatly improve the well-being of its users (Amichai-Hamburger & Furnham, 2007).
This study focuses on mitigating evaluation apprehension, which is usually unavoidable in identifiable social situations, via the constructive use of prominent features of networked technologies. Specifically, this study investigated learners’ attitudes towards different user-identity revelation modes, namely, real-identity, anonymity and created-identity, in an online questionconstruction and peer-assessment context. Forty university freshmen, taking a physics laboratory course, participated for one semester in 2007. A learning system called The Question Authoring and Reasoning Knowledge System which allowed students to contribute and benefit from cyclic process of constructing and reviewing questions, was devised. Analysis of the data gathered found that students reacted statistically differently to the modes of real name, anonymity and nickname. Furthermore, participating students adjusted their preferred mode in different roles and circumstances. The data obtained suggest that program developers should embed flexible and versatile capabilities of computer and communication technologies by allowing individuals the opportunity not to be identified or only be identified via a nickname of their choice, so as to help eliminate feelings of embarrassment and uneasiness, which are not psychologically sound and may hinder the learning process.
This literature review explores the historical development of information and communication technology (ICT) in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly hownational ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives.
This paper discusses Svetovid, cross-platformsoftware that helps instructors to assess the amount of effort put into practical exercises and exams in courses related to computer programming. The software was developed as an attempt at solving problems associated with practical exercises and exams. This paper discusses the design and use of Svetovid system along with the advantages it brings to both students and instructors.
Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the users are more willing to continue to use the technology. In this study, an extended version of technology acceptance model (TAM) with two external variables (learning object characteristics and individual differences) was developed to investigate the underlying factors and causal relationships in predicting learners’ acceptance of learning objects. This study called for the respondents to progress through two phases of learning object participation: introduction and direct-use experience to investigate the students’ perceptions in terms of usefulness and ease of use while utilising learning objects. The findings show that both perceived usefulness and perceived ease of use are determinants of behavioural intention to use learning objects. Learning object characteristics influence both perceived usefulness and perceived ease of use of learning objects; individual differences appear to have no influence upon intention to use learning objects.
Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised learning services but fail to consider the difficulty level of course materials, learning order of prior and posterior knowledge and learner abilities while constructing a personalised learning path. As a result, these ignored factors thus easily lead to the generation of poor quality learning paths. Generally, learners could generate cognitive overload or fall into cognitive disorientation owing to inappropriate curriculum sequencing during learning processes, thus, reducing the learning effect. With the advancement of artificial intelligence technologies, ontology technologies enable a linguistic infrastructure to represent conceptual relationships between course materials. Ontology can be served as a structured knowledge representation scheme, capable of assisting the construction of a personalised learning path. This study thus proposes a novel genetic-based curriculum sequencing scheme based on a generated ontology-based concept map, which can be automatically constructed by the pretest results of numerous learners, to plan appropriate learning paths for individual learners. The experimental results indicated that the proposed approach could create highquality learning paths for individual learners. The proposed approach thus can help learners to learn more effectively and to likely reduce learners’ cognitive overloads during learning processes.
Electronic communication is characteristically concerned with ‘the message’ (eM), those who send them (S), and those who receive and read them (R). This relationship could be simplified into the equation eM = S + R.When this simple equation is applied to electronic communication, several elements are added that make this straightforward act of sending and receiving a message more complex. These new elements are characteristics such as asynchronicity, unknown senders and readers, non-linear text and the absence of non-verbal cues. What is apparent is that the complexity of these messages lies in their impact outside the online environment. It is clear from the messages themselves that the information is being applied to real, authentic contexts and is not limited to the online environment. Conversational analysis frameworks must attempt to understand this complexity if the meaning of electronic messages is to be understood. This paper proposes a new conversational analysis framework, the electronic conversational analysis framework (eCAF), for use with electronic communication. The eCAF has been designed as a new methodological tool that incorporates the unique virtual/real worlds that individuals participate in and links these two locations to the phases of electronic discussions.
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