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An empirical analysis of the antecedents of web-based learning continuance

COMPUTERS & EDUCATION 2007年第4期49卷 1224-1245页

作者： Chiu, Chao-Min Sun, Szu-Yuan Sun, Pei-Chen Ju, Teresa L. Natl Cent Univ Dept Informat Management Jhongli 320 Taoyuan Taiwan Natl Kaohsiung First Univ Sci & Technol Dept Informat Management Kaohsiung 824 Taiwan Natl Kaohsiung Normal Univ Kaohsiung 802 Taiwan Shu Te Univ Dept Informat Management Kaohsiung Taiwan

Like any other product, service and web-based application, the success of web-based learning depends largely on learners' satisfaction and other factors that will eventually increase learners' intention to continue using it. This paper integrates the concept of subjective task value and fairness theory to construct a model for investigating the motivations behind learners' intention to continue using web-based learning. The model theorizes that four components of subjective task value (i.e., attainment, utility, intrinsic, and cost) and three dimensions of fairness (i.e., distributive, procedural, and interactional) affect learners' satisfaction. We also argue that satisfaction and four distinct components of subjective task value influence learners' intention to continue using web-based learning. The hypothesized model is validated empirically using data collected from 202 learners of a web-based learning program designed for continuing education. The results showed that attainment value, utility value, intrinsic value, distributive fairness, and interactional fairness exhibited significant positive effects on satisfaction. Utility value and satisfaction play significant roles in shaping learners' intention to continue using web-based learning. (C) 2006 Elsevier Ltd. All rights reserved.

关键词： continuance intention fairness satisfaction subjective task value web-based learning

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web-based learning and technology - Chinese Orthopaedic Association and World Orthopaedic Association Beijing Summit task group

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JOURNAL OF ORTHOPAEDIC TRANSLATION 2013年第1期1卷 21-24页

作者： Chan, Kai-Ming Stetson, William Tobing, Dohar Anderson, Allen Choong, Peter Windsor, Russell Bavonratanavech, Suthorn Kurosaka, Masahiro Chinese Univ Hong Kong Dept Orthopaed & Traumatol Prince Wales Hosp Hong Kong Hong Kong Peoples R China Stetson Powell Orthopaed & Sports Med Burbank CA USA RS Dr Cipto Mangunkusumo Hosp Jakarta Indonesia St Thomas Hosp Nashville TN USA St Vincents Hosp Melbourne Vic Australia Hosp Special Surg New York NY 10021 USA Bumrungrad Hosp Bangkok Thailand Kobe Univ Sch Med Kobe Hyogo Japan

Orthopaedic translation is a dynamic process. It entails an ever changing working relationship among the various key professional groups, namely, orthopaedic surgeons, scientists and engineers, industries, and regulatory bodies. Interactive sharing of information among these groups is the key to the fast development of orthopaedic translation in the past decades. There is an enormous pool of information on the Internet, which may pose a puzzle to the readers. It is therefore imperative for the Journal of Orthopaedic Translation to examine the power of web-based learning technology at the onset of the journal's launch. Copyright (C) 2013, The Authors. Published by Elsevier (Singapore) Pte Ltd. This is an open access article under the CC BY-NC-ND license.

关键词： web-based learning Orthopaedics Education

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A model for a web-based learning system

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INFORMATION SYSTEMS FRONTIERS 2007年第2-3期9卷 267-282页

作者： Carchiolo, Vincenza Longheu, Alessandro Malgeri, Michele Mangioni, Giuseppe Univ Catania Dipartimento Ingn Informat & Telecommun I-95125 Catania Italy

The dissemination of knowledge is currently being improved by e-learning, which consists of a combination of teaching methodologies and computer-based tools. Recently e-learning environments have started to exploit web technology to provide a simple, flexible, distributed and open platform. In this paper we propose a model for an e-learning system, aiming at sharing both course contents and teaching materials, in order to provide students with a single and uniform set of concepts to be learned, and promoting active learning by allowing the construction of courses which are personalized in terms of both contents and teaching materials, selected according to each student's needs and capabilities. A first, open-source prototype based on the proposed model has been implemented to validate the model.

关键词： E-learning web-based learning personalized courses

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Understanding web-based learning continuance intention: The role of subjective task value

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INFORMATION & MANAGEMENT 2008年第3期45卷 194-201页

作者： Chiu, Chao-Min Wang, Eric T. G. Natl Cent Univ Dept Informat Management Jhongli 320 Taoyuan Taiwan

The success of web-based learning depends on learner loyalty, i.e., subsequent continued usage (continuance). We extended the Unified Theory of Acceptance and Use of Technology (UTAUT) by introducing components of subjective task value into a model for studying learners' continuance intentions in web-based learning. based on survey data from 286 respondents, SEM was employed to assess the model. The results indicated that performance expectancy, effort expectancy, computer self-efficacy, attainment value, utility value, and intrinsic value were significant predictors of individuals' intentions to continue using web-based learning, while anxiety had a significant negative effect. The results suggested the beneficial effect of positive subjective task value on stimulating learners' intentions to continue using web-based learning, which is as important as performance expectancy and effort expectancy. implications and limitations of our study are discussed. (c) 2008 Elsevier B.V. All rights reserved.

关键词： benefits continuance costs subjective task value Unified Theory of Acceptance and Use of Technology web-based learning

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Using a cognition-motivation-control view to assess the adoption intention for web-based learning

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COMPUTERS & EDUCATION 2008年第1期50卷 327-337页

作者： Shih, Hung-Pin Hsuan Chuang Univ Informat Management Dept Hsinchu 300 Taiwan

People expect web technology to facilitate learning, particularly in higher education. A key issue involves the factors motivating the adoption of the web for learning. Drawing upon social cognitive theory (SCT) and the theory of planned behavior (TPB), this study adopts a cognition-motivation-control view to assess learner adoption intentions for web-based learning. The proposed model is validated by surveying 319 undergraduate students who had enrolled in web-based courses and attended a 12-hour training program on using a web-based system for academic learning. The empirical findings identified that efficacy control and efficacy expectations can be used to guide learner adaptation learning behaviors on the web. The limitations of this study are discussed and future research directions suggested. (c) 2006 Elsevier Ltd. All rights reserved.

关键词： cognition-motivation-control view social cognitive theory (SCT) theory of planned behavior (TPB) web-based learning

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ADAM: An adaptive multimedia content description mechanism and its application in web-based learning

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EXPERT SYSTEMS WITH APPLICATIONS 2010年第12期37卷 8639-8649页

作者： Wang, Chian Wang, Dao-Zhi Lin, Jia-Li Natl Changhua Univ Educ Dept Informat Management Changhua 500 Taiwan

Because the backgrounds and the requirements of web-based learners vary a lot, it is reasonable and practical to adapt the presentation contents according to each learner's preferences or demands. The feature of presenting adaptive contents to different types of learners can significantly improve learning results through providing materials that are more suitable to the learners. In this paper, we propose ADAM, an adaptive multimedia content description mechanism and demonstrate its application in web-based learning (WBL). ADAM is based on XML and can dynamically adapt how a multimedia presentation is composed and the constituent media objects. ADAM's main feature is that a single content description file can be applied to all types of learners. By following the statements in the description file and the learners' preferences, ADAM can dynamically generate adaptive presentations for the various types of learners. In this way, the instructors can save a lot of effort and time in composing the course-ware. Another feature of ADAM is that it does not require a specific browser to view the generated presentations. Any web browsers supporting XML, e.g., Microsoft Internet Explorer can be used. This paper also presents the development of an ADAM-based WBL system and the corresponding system evaluations. The results confirmed that ADAM can indeed generate appropriate presentations to the learners and can help them to learn more efficiently and effectively. (C) 2010 Elsevier Ltd. All rights reserved.

关键词： Multimedia presentations Content description XML web-based learning Adaptive learning

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Predicting the Intention to Use a web-based learning System: Perceived Content Quality, Anxiety, Perceived System Quality, Image, and the Technology Acceptance Model

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HUMAN FACTORS AND ERGONOMICS IN MANUFACTURING & SERVICE INDUSTRIES 2014年第5期24卷 515-531页

作者： Calisir, Fethi Gumussoy, Cigdem Altin Bayraktaroglu, Ayse E. Karaali, Demet Istanbul Tech Univ Dept Ind Engn Fac Management TR-80626 Istanbul Turkey Mercedes Benz Turk AS Mkt Ctr Istanbul Turkey

The aim of this study is to determine the factors affecting blue-collar workers' intention to use a web-based learning system in the preimplementation phase in the automotive industry. For that purpose an extended technology acceptance model (TAM) is proposed, which included factors such as image, perceived content quality, and perceived system quality as additions to the basic model. Data collected from 546 blue-collar workers were used to test the proposed research model by using Linear Structural Relations software LISREL, Version 8.54. The findings of the study indicate that perceived usefulness is the strongest predictor of behavioral intention to use a web-based learning system. In addition, a high proportion of perceived usefulness is explained by perceived content quality, and perceived ease of use is explained by perceived system quality and anxiety. (C) 2014 Wiley Periodicals, Inc.

关键词： web-based learning Perceived content quality Perceived systemquality Image Anxiety Blue-collar workers

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The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

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COMPUTERS & EDUCATION 2008年第4期51卷 1589-1598页

作者： Wang, Shu-Ling Wu, Pei-Yi Natl Taiwan Univ Sci & Technol Ctr Teacher Educ Taipei Taiwan Natl Taiwan Univ Sci & Technol Grad Sch Technol & Vocat Educ Taipei Taiwan

The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences;particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal -> behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental -> personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects. (C) 2008 Elsevier Ltd. All rights reserved.

关键词： Peer feedback Self-efficacy Self-regulated learning Social cognitive theory web-based learning Interactive learning environments learning strategies

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learning performance assessment approach using web-based learning portfolios for e-learning systems

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IEEE TRANSACTIONS ON SYSTEMS MAN AND CYBERNETICS PART C-APPLICATIONS AND REVIEWS 2007年第6期37卷 1349-1359页

作者： Chen, Chih-Ming Chen, Yi-Yun Liu, Chao-Yu Natl Chengchi Univ Grad Inst Library Informat & Archival Studies Taipei 116 Taiwan Jee May Elementary Sch Taipei 241 Taiwan Natl Taiwan Univ Sci Technol Dept Comp & Informat Sci Taipei 106 Taiwan

learning performance assessment using learning portfolios or web log data is essential in the web-based learning field, owing to the rapid growth of e-learning systems globally and lack of assisted authoring tools for web-based learning performance assessment. The traditional summative evaluation by performing examinations or feedback forms can be employed to evaluate the learning performance for both traditional classroom learning and web-based learning environments. However, summative evaluation only considers final learning outcomes without considering learning processes of learners. This means that the interactively controlled learning based on the immediate feedback of learning performance cannot be performed in a web-based learning system. based on the reasons mentioned earlier, this study presents a data-mining-based learning performance assessment scheme by combining four computational intelligence theories, i.e., gray relational analysis (GRA), K-means clustering scheme, fuzzy association rule mining, and fuzzy inference, in order to identify the learning performance assessment rules using the gathered web-based learning portfolios of an individual learner. Experimental results indicated that the evaluation results of the proposed scheme are very close to those of summative assessment results. In other words, this scheme can help teachers assess the learning performance of the individual learner precisely utilizing only the learning portfolios in a web-based learning environment. Therefore, teachers can devote themselves to teaching and designing courseware since they save a lot of time in evaluating learning performance. More significantly, teachers could understand the factors influencing learning performance in a web-based learning environment according to the obtained interpretable learning performance assessment rules. Besides, teachers can also tune teaching strategies for learners with various learning performances. This result also provides useful i

关键词： data mining learning performance assessment web-based learning web-based learning portfolio

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Re-thinking physics teaching with web-based learning

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COMPUTERS & EDUCATION 2012年第1期58卷 631-640页

作者： Chandra, Vinesh Watters, James J. Queensland Univ Technol Kelvin Grove Qld 4122 Australia

There is extensive uptake of ICT in the teaching of science but more evidence is needed on how ICT impacts on the learning practice and the learning outcomes at the classroom level. In this study, a physics website (Getsmart) was developed using the cognitive apprenticeship framework for students at a high school in Australia. This website was designed to enhance students' knowledge of concepts in physics. Reflexive pedagogies were used in the delivery learning materials in a blended learning environment. The students in the treatment group accessed the website over a 10 week period. Pre and post-test results of the treatment (N = 48) and comparison group (N = 32) were compared. The MANCOVA analysis showed that the web-based learning experience benefitted the students in the treatment group. It not only impacted on the learning outcomes, but qualitative data from the students suggested that it had a positive impact on their attitudes towards studying physics in a blended environment. (C) 2011 Elsevier Ltd. All rights reserved.

关键词： learning outcomes web-based learning Physics Pedagogies High school

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