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

I am a researcher and graduate student of American Indian descent (Stockbridge-Munsee/Mohican). I have always been very aware of the absence of other American Indian students in postsecondary education programs; have noticed the shortage of American Indians employed as educators, professors, or administrators; and am acutely aware of the number of American Indian populations excluded from qualitative or quantitative data sets as part of mainstream research agendas that are published on the state or national level. This is the beginning of my dissertation research journey, and the data that I have studied thus far demonstrates a ten-year failure of the traditional, Western, and public educational system in Wisconsin to nurture, graduate, and utilize Native Americans from birth through adulthood. This historical failure in the Wisconsin educational systems and organizations has left the First Children and the First People of this country far behind as compared to their other minority and white counterparts (Bowman ). The extent of how far and why they are behind is what I am determined to discover. Anecdotally speaking, I knew in my heart that the few Indians who did survive school accomplished this despite many barriers or whatever politically correct legislation was the popular rhetoric at the time. But in my head I needed to ascertain, scientifically document, and understand the factors that were responsible for this shameful record regarding the education of Native American students and their underrepresentation as professionals within the educational community. In a time of attempts to abolish affirmative action and hearing the promises of leaving no children behind, I have diligently tried to set aside time to conduct research Cultural Differences of Teaching and Learning

Cultural differences in teaching and learning

/pdf/understanding-and-promoting-transformative-learning-a-guide-tiv9bj248p.pdf

Understanding and Promoting Transformative Learning: A Guide for Educators of Adults

Problems and Strategies in Services Marketing

A stream of research over the past decade that identifies predictors of e-learning success suggests that there are several critical success factors (CSFs) that must be managed effectively to fully realize promise for e-learning. Grounded in constructivist learning theories, this study advances previous work on CSFs in university online education. Structural equation modeling is applied to examine the determinants of students’ satisfaction and their perceived learning outcomes in the context of university online courses. The independent variables of motivation (intrinsic and extrinsic), student self-regulation, dialogue (instructor-student, and student-student), instructor, and course design are examined as potential determinants of online learning outcomes. A total of 372 responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicate that instructor-student dialogue, student-student dialogue, instructor, and course design significantly affect students’ satisfaction and learning outcomes. However, both extrinsic student motivation and student self-regulation have no significant relationship with user satisfaction and learning outcomes. Finally, intrinsic student motivation affects learning outcomes but not user satisfaction. The findings suggest that course design, instructor, and dialogue are the strongest predictors of user satisfaction and learning outcomes.

The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional- and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the process perspective in addition to the input and outcome perspectives. This gap needs to be addressed to better understand the different drivers of the performance of TML scenarios. Filling this gap would further support TML providers with more precise guidance on how to (re-)design their offerings toward their customers’ needs. To achieve our goal, we combine qualitative and quantitative methods to develop and evaluate a holistic model for assessing TML performance. In particular, we consolidate the body of literature, followed by a focus group workshop and a Q-sorting exercise with TML practitioners, and an empirical pre-study to develop and initially test our research model. Afterward, we collect data from 161 participants of TML vocational software trainings and evaluate our holistic model for assessing TML performance. The results provide empirical evidence for the importance of the TML process quality dimension as suggested in prior literature and highlighted by our TML practitioners. Our main theoretical as well as practical contribution is a holistic model that provides comprehensive insights into which constructs and facets shape the performance of TML in vocational software trainings.

/pdf/process-is-king-evaluating-the-performance-of-technology-g99hxsuw8q.pdf

Process is king: Evaluating the performance of technology-mediated learning in vocational software training

The “perfect” orchestration of training participants, IT and process design is one of the ongoing challenges within blended learning service research and practice. Blended learning services (BLS) offer a great variety of options to design learning processes, overcoming many shortcomings of pure e-learning services and providing better scalability and more advantages for learners than pure face-to-face class teaching. Nevertheless, due to inconclusive results of blended learning design research in the literature, BLS designers can hardly find support for the systematic design of efficient and successful blended learning processes, which would enable a high degree of learning success with a balanced degree of delivery effort. Based on major determinants of BLS processes’ quality, the authors identify, develop, and evaluate design principles for high performance BLS using an action design research approach. They first derive a set of initial design principles, based on insights from literature and own exploratory case studies as well as workshops with experts from the field. They then improve the design principles iteratively in expert workshops as well as apply the design principles in four software training sessions. Finally, they present seven evaluated design principles for BLS, which are the core of a nascent design theory and contribute to a time-efficient and successful BLS delivery. Furthermore, these principles enable practitioners to systematically apply the design knowledge formalized within the principles in order to improve BLS design and delivery.

/pdf/design-principles-for-high-performance-blended-learning-135uete0k1.pdf

Design Principles for High-Performance Blended Learning Services Delivery

The evaluation of Technology-Mediated Learning Services (TMLS) has been a major topic for both researchers and practitioners. Nevertheless, inconsistent research results can be observed within TMLS research, leading to the question which determinants and output variables should be used for TMLS evaluation. Therefore, this study examined 85 articles published in peer-reviewed outlets on determinants on learning success and satisfaction within TMLS scenarios. The research was collected from various disciplines, such as IS, psychology, education and business. Thereby, this study systematically examines variables from perspectives such as learner, TMLS provider, process and result. The current state of research in the field of TMLS is presented, focusing on TMLS specific variables which have been researched for (1) at least three times, classified as experimental variables providing research potentials, and (2) at least five times, classified as variables which have been constantly examined. We identified a set of 31 determinants which have a significant or strong significant effect on satisfaction and learning success as well as 34 variables which showed inconsistent effects or provide research potentials. By this means, we identified a significant foundation for TMLS evaluation, as well as inconsistent or not yet extensively examined research results, i.e. future research potentials.

Towards a holistic understanding of technology-mediated learning services - a state-of-the-art analysis

This paper examines the effects of common method variance with respect to the empirical evaluation of technology mediated learning (TML). We argue that the use of self-reported data for the major dependent variable of TML, learning success, is insufficient and a major validity threat of past research results; thus, we examine the effect of common method variance in TML. We are currently conducting a study on the antecedents of learning success measured by three different approaches. We conduct this study with participants of software trainings and collected data on independent and dependent variables of our research model. In addition, we are provided with the objective learning success measures by the provider of the software training. By analyzing the data we are able to investigate how different measurement approaches to learning success impact research findings. Our research is currently in progress, and therefore we are currently not able to provide any empirical findings.
The contribution to theory and practice is an assessment of the reliability of self-reported learning success measures and the impact of different measurement approaches for the relationships in a TML model. Besides the on-going discussion in research regarding the concept of learning success measures, our paper is the first that systematically examines the impact of different measurement approaches for learning success in the light of common method variance in TML research.

Examining the Effect of Different Measurements of Learning Success in Technology-mediated Learning Research

Technology-mediated Learning Services (TMLS) play an increasingly important role in the learning services industry. Despite the fact that the importance of a holistic evaluation of TMLS quality has been highlighted in the literature to derive transferable research results on multiple dimensions, it has not yet been examined. To address this gap, we first synthesize the existing insights on structure, recipients' predisposition, process and results quality of TMLS and develop a comprehensive Approach to measure TMLS quality. Afterwards, we develop our research model and examine the importance of the different constructs of TMLS quality. We rely on findings in the body of literature, a focus group workshop and a card-sorting exercise to develop our TMLS quality model. Thereafter, we collect data from 163 participants of TMLS software-training to empirically evaluate our scale and research model. Our core results are a TMLS Quality model, including a newly developed TMLS process dimension.

Evaluating the Quality of Technology-Mediated Learning Services

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