Assessing distance education students satisfaction with web-based services

2017 ◽  
Vol 41 (2) ◽  
pp. 202-218 ◽  
Author(s):  
Muhammad Arif ◽  
Kanwal Ameen ◽  
Muhammad Rafiq
Keyword(s):  
Web Services ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Systematic Sampling ◽  
Web Based ◽  
Content Type ◽  
Significant Difference ◽  
The University ◽  
Students Satisfaction ◽  
The Web

Purpose Universities across the globe are spending an increasing amount of their budgets to offer web-based services to cater information need especially off-campus students. However, the success of web-based services depends on how well the target users are satisfied with the use of the web services. The purpose of this paper is to assess students’ satisfaction with the use of the Allama Iqbal Open University (AIOU) web-based services. Design/methodology/approach Pilot tested questionnaire-based survey was administered to collect data from a sample of 388; selected through systematic sampling technique from the study’s population consisted of master level students belonged to 11 different academic departments of the Faculty of Social Science and Humanities at the AIOU from all over Pakistan. Findings Based on 318 useful questionnaires, response rate 82 percent, the results show that majority of the students were satisfied with the use of at the AIOU web-based services except for online mailing books tracking system, library web OPAC and web radio service. However, t-test analysis shows that no difference was found in the opinion of male and female respondents in terms of their satisfaction with the use of the web services. ANOVA results indicate that there was no significant difference depicted in satisfaction with the use of the web services among the respondents enrolled in different disciplines of the faculty. Similarly, no significant difference was found among different age groups. Moreover, the respondents belonging to all five provinces; Punjab, Khyber Pakhtunkhwa, Sindh, Baluchistan, Gilgit Baltistan, and Federal Capital territory showed the same level of satisfaction with the use of the services. The results of regression analysis (R2=0.226) denote that both perceived usefulness and perceived ease of use significantly predicted, 22.6 percent, in students’ satisfaction with the use the web services. Practical implications The study provides valuable recommendations which may be helpful for web administration of the university to improve AIOU web-based services. Originality/value To the best knowledge, this is the first study conducted to investigate the satisfaction with the use of the university web-based services in distance education’s perspective of Pakistan.

Understanding student perceptions of a web-based blended learning environment

2017 ◽  
Vol 9 (4) ◽  
pp. 577-597 ◽  
Author(s):  
Tuncay Bayrak ◽  
Bahadir Akcam
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Student Perception ◽  
Ease Of Use ◽  
Web Based ◽  
Content Type ◽  
Learning Platform ◽  
The Impact ◽  
Students Satisfaction

Purpose The purpose of this paper is to report on how web-based training and testing platforms provide opportunities for students to leverage the capabilities of various information and communication technologies to engage in self-directed learning. Design/methodology/approach The impact of an interactive learning environment on improving students’ essential skills was measured using a previously validated structured questionnaire, consisting of five subscales: content, accuracy, format, ease of use, and timeliness. Having analyzed the instrument, the authors decided to modify it to incorporate two more measures of overall reliability and satisfaction to capture students’ overall satisfaction level with the tool. Overall, 24 items are used to measure students’ perceptions of the tool content, accuracy, format, ease of use, timeliness, reliability and satisfaction. A five-point Likert-type scale was used in the questionnaire where 1=strongly disagree and 5=strongly agree. Findings This study suggests that while students’ major, instructor, and course grade are important factors impacting student perception of the learning tool, year (freshman vs sophomore) and gender do not have any impact on the student perception. Course grade shows an interesting trend. Students who received an A and an F as their final grades are the most satisfied groups compared to other grade groups. This finding suggests a further study is needed to explore the impact of the course grade on the students’ satisfaction with the tool. While students liked simulations, grading feature with immediate feedback, electronic textbook and the system overall, they suggested improvements in the grading module, simulations, projects, system compatibility, system reliability, and cost. Originality/value Most studies use a survey to measure student’s satisfaction with a web-based learning platform. This study, however, made an attempt to understand students’ satisfaction with a web-based blended learning platform by analyzing their comments and feedback on the course using a text analytics tool.

Comparing factors that influence learning management systems use on computers and on mobile

2019 ◽  
Vol 120 (7/8) ◽  
pp. 468-488
Author(s):  
Xiao Hu ◽  
Chun Lai
Keyword(s):  
Mobile Devices ◽  
Structural Equation ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Web Based ◽  
Content Type ◽  
Learning Management ◽  
Mobile Use

Purpose Learning management systems (LMSs) have been embraced for their potential to create a ubiquitous learning that is free from time and space constraints. Mobile devices afford enhanced mobility that enables flexible learning with LMSs. Thus, understanding students’ use of mobile devices to interact with LMSs and the influencing factors is essential. This paper aims to examine the factors that influenced students’ behavioural intention in using Web-based LMSs via mobile phones and compared the factors with those that affect students’ general acceptance of Web-based LMSs. Design/methodology/approach This study surveyed 356 university students and interviewed 17 students on the various factors that might affect their LMS adoption. Structural equation modelling was used to analyse the survey data. Findings This study identified that perceived usefulness, perceived ease of use, social influence and facilitating conditions were significant determinants of students’ usage intention in both contexts. However, social factors exerted greater influence on students’ behavioural intentions of mobile access than the attitudinal factors. The results also pinpointed some sociocultural and tempo-spatial factors that might have minimized the influence of perceived usefulness in the mobile context. Originality/value The study calls for special attention to the potential influences of sociocultural norms and tempo-spatial circumstances of mobile use in shaping the nature of learners’ voluntary mobile use of LMSs.

User acceptance of the e-information service as information resource

2016 ◽  
Vol 117 (9/10) ◽  
pp. 626-643 ◽  
Author(s):  
Chokri Barhoumi
Keyword(s):  
User Satisfaction ◽  
Information Service ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Library Services ◽  
Free Access ◽  
Perceived Ease Of Use ◽  
Content Type ◽  
Information Research ◽  
The University

Purpose The purpose of this paper is to extend significantly the technology acceptance model (TAM) of Davis to design an extended TAM model to be used in the evaluation and assessment of e-information services for information research such as e-library services. The present TAM extension is based on two variables of behavioral intention: the perceived ease of use and perceived usefulness of a system. Furthermore, the user satisfaction, free access, information architecture, content richness, policies and rules, publishers’ quality, system self-efficacy and task technology fit were incorporated into the TAM to extend it with other factors theoretically motivated and would be of interest more generally. Design/methodology/approach The researcher adopted an experimental approach-based comparison between an experimental group (107 researchers) using an electronic information service (the e-library service of the university) and a control group (107 researchers) not registered in this e-information service of the university. Findings The researcher used the effect size values based t-test independent samples at the 0.05 level to adapt the structural model equation to the experimental sample. Principal results show that the behavioral intention was influenced significantly by user satisfaction. The perceived usefulness of the e-library services was influenced significantly by the perceived ease of use, information architecture, content richness, free access, publishers’ quality, task-technology fit and e-library service self-efficacy. Originality/value This paper is useful in advancing a framework for the evaluation and assessment of the electronic information service used for information research and exploring users’ attitudes toward using that service.

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

How to motivate students to do a course project in design of experiments course from a web-based virtual learning material?

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charnnarong Saikaew
Keyword(s):  
Design Of Experiments ◽  
Real Life ◽  
Quality Characteristic ◽  
Learning Material ◽  
Alternative Technique ◽  
Web Based ◽  
Content Type ◽  
Controllable Factors ◽  
Significant Difference ◽  
The Web

Purpose The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments (DOEs) course through the Web-based virtual catapult simulation. Design/methodology/approach A step-by-step sequential DOE process for investigating the effects of controllable factors on quality characteristic responses was presented as a guideline for conducting a DOE course project. Each team was assigned to create an innovative teaching material and work on the term report by following the recommended guidelines for designing experiments through the Web-based virtual catapult simulation. Hypothesis was defined to test whether doing a course project based on this approach would impact students’ learning outcome. Findings The Web-based virtual material was an alternative technique for interactive teaching that could improve students’ understanding and achievement in DOE course projects. There was a significant difference in student learning and understanding before and after doing on the course project through the Web-based virtual catapult simulation. The students had improved communication and teamwork skills after following the recommended procedure for practicing DOEs. Practical implications Most students could effectively conduct designing experiments, carry out designed experiments, analyze data and gain valuable teamwork experience. After learning the DOE approach based on the catapult simulation, they enjoyed working on their course projects deploying to the innovative toys and other real-life situations with real measurements. Originality/value The use of Web-based virtual material, including catapult simulation, was an alternative technique for interactive DOE teaching to improve the students’ understanding and achievement in DOE course projects.

scholarly journals Investigating the factors influencing the adoption of m-banking: a cross cultural study

2015 ◽  
Vol 33 (4) ◽  
pp. 545-570 ◽  
Author(s):  
Gary Mortimer ◽  
Larry Neale ◽  
Syed Fazal E Hasan ◽  
Benjamin Dunphy
Keyword(s):  
Perceived Risk ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Future Research ◽  
Mobile Banking ◽  
Perceived Ease Of Use ◽  
Confirmatory Factor Analyses ◽  
Web Based ◽  
Content Type ◽  
Intention To Adopt

Purpose – Little is known about the adoption of mobile banking technologies in emerging Asian economies. The purpose of this paper is to empirically examine the motivators that influence a consumer’s intentions to use mobile banking. Design/methodology/approach – A web-based survey was employed to collect data from 348 respondents, split across Thailand and Australia. Data were analysed by employing exploratory and confirmatory factor analyses, path and invariance analyses. Findings – The findings indicate that for Australian consumers, perceived ease of use, perceived usefulness (PU) and perceived risk (PR) were the primary determinants of mobile banking adoption. For Thai consumers, the main factors were PU, PR and social influence. National culture was found to impact key antecedents that lead to adoption of m-banking. Research limitations/implications – The actual variance explained by the study’s model was higher in Australia (59.3 per cent) than for Thailand (23.8 per cent), suggesting future research of m-banking adoption in emerging Asian cultures. Practical implications – The authors identify the important factors consumers consider when adopting m-banking. The findings of this research give banking organisations a foundational model that can be used to support m-banking implementation. Originality/value – The study is perhaps the first to examine and compare the intention to adopt m-banking across Thai and Australian consumers, and responds to calls for additional research that generalises m-banking and m-services acceptance across cultures. This study has proposed and validated additional constructs that are not present in the original SST Intention to Use model.

Students’ acceptance and satisfaction of learning through course websites

2014 ◽  
Vol 7 (2/3) ◽  
pp. 152-166 ◽  
Author(s):  
Sujeet Kumar Sharma ◽  
Jyoti Kumar Chandel ◽  
Srikrishna Madhumohan Govindaluri
Keyword(s):  
Web Sites ◽  
Web Site ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Extensive Literature ◽  
Perceived Ease Of Use ◽  
Content Type ◽  
Significant Difference

Purpose – This paper aims to understand the interrelationships between the various factors that affect the use of course Web sites by university students in a developing country. The factors considered for the purpose of studying these interrelationships include perceived usefulness, perceived ease of use, perceived Web site credibility and Web site learning acceptance and satisfaction. Furthermore, a comparative study of the potential differences in perceptions between Indian and Omani students with respect to the aforementioned factors is also presented. Design/methodology/approach – A survey instrument was used to collect data from students. Based on an extensive literature review, this paper uses empirical research to analyze student satisfaction in relation to learning through course Websites. Data were analyzed using factor analysis, structural equation modeling and a t-test. Findings – Under the newly proposed construct, Web site credibility was found to be an important predictor of Web site learning acceptance and satisfaction, whereas perceived usefulness and perceived ease of use were mediating variables. In the extended study that compared the relative perceptions of Indian and Omani students, a statistically significant difference in Indian and Omani students was observed for Web site learning acceptance and satisfaction. Practical implications – This study can provide valuable insights for decision-makers that will aid the development of more user-friendly course Web sites for higher education institutions and also promote higher levels of learning, satisfaction and greater course web site usage. Originality/value – This study is probably the first attempt made to observe students’ perceptions of learning via course Web sites in Oman. Furthermore, the use of perceived Web site credibility as a factor in understanding perceptions regarding course Web site learning is a unique feature presented by this paper that is seldom seen in the existing research literature.

The use of Web-based information systems for non-work activities: An empirical study

2003 ◽  
Vol 22 (3) ◽  
pp. 105-114
Author(s):  
Tim Klaus ◽  
Tibor Gyires ◽  
H. Joseph Wen
Keyword(s):  
Information Systems ◽  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Web Based ◽  
Work Activities ◽  
Work Related ◽  
Task Technology Fit ◽  
The Web

Much of research has applied the Task-Technology Fit (TTF) model and the Technology Acceptance Model (TAM) to organizational information systems (OIS) for work-related activities. The Web essentially is a large information system (IS) and is often used for non-work activities. Yet, few studies have related the TTF model and the TAM to the use of Web-based information systems for non-work activities. This paper synthesizes TTF and TAM models and tests whether they are applicable to the Web. The results show that the TAM applies very well to predict the Web user's performance, but the TTF model just produces a weak relationship. The study suggests that the performance of the Web users can be improved through (1) improving the perceived usefulness, (2) improving the perceived ease of use, and (3) having a more aligned task-technology fit.

E-learning in tertiary institutions in Botswana: apathy to adoption

2019 ◽  
Vol 36 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Olumide Olasimbo Jaiyeoba ◽  
Jane Iloanya
Keyword(s):  
Regression Analysis ◽  
University Students ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Web Based ◽  
Content Type ◽  
Behavioural Intentions ◽  
E Learning ◽  
Survey Instruments

Purpose The purpose of this paper is to investigate the nomological web between technology acceptance model metrics such as perceived ease of use, perceived usefulness, perceived web privacy of e-learning resources on attitude and behavioural intention of virtual platform for learning by university students. Design/methodology/approach The study employed a quantitative method by using self-administered survey instruments among university students who have at least one year of e-learning experience. Psychometric nomenclature of survey instruments was conducted and the reliability and validity metrics of perceived ease of use, perceived usefulness, extent of e-learning use, perceived web-based privacy, attitude and behavioural intentions meet the threshold as established in extant literature. Correlation and regression analysis were conducted to explicate hypothesised relationship. Findings The study found out that e-learning use, perceived usefulness and attitude are associated with learners behavioural intentions, while perceived ease of use and perceived web-based privacy are not significantly associated with behavioural intentions of e-learners in Botswana. The findings further showed in the regression analysis that the extent of e-learning use, perceived usefulness, perceived ease of use and attitude are significantly related to behavioural intentions, while the perceived web-based privacy is not significantly related to behavioural intentions. Practical implications The e-learning processes thus help outline the effective marketing strategies and promotions or nichemanship among university students which help uncover the influence of innovation metrics on e-learning among the youth target audience in Botswana as the country seeks to achieve a paradigm shift from mineral-led economy to knowledge-based society. Originality/value Despite the popularity of e-learning approach as explicated in extant literature, the extent to which such platform is accepted with respect to security and reliability most especially in an emerging economy like Botswana is ambiguous. This study thus seeks to establish the extent to which e-learning in Botho University and Botswana Open University creates a platform for intention to use as regards technological acceptance parsimonious model in Botswana.

Factors influencing students’ satisfaction in using wireless internet in higher education

2018 ◽  
Vol 36 (1) ◽  
pp. 2-20 ◽  
Author(s):  
A.Y.M. Atiquil Islam ◽  
Magdalena Mo Ching Mok ◽  
Qian Xiuxiu ◽  
Chin Hai Leng
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Measurement Scale ◽  
Wireless Internet ◽  
Content Type ◽  
Students Satisfaction ◽  
Computer Self Efficacy

Purpose In this age of exponential knowledge growth, where wireless internet is playing a dominant role, the concerned authorities of higher education have to ensure that this tool remains within the reach of the students. However, there has been as yet little research indicating its success in China. This paper aims to examine factors that influence students’ satisfaction (SAT) in using wireless internet in higher education for the purpose of learning. The second aim of this study is to identify if gender has a moderating effect on students’ SAT in using wireless internet in higher education. Design/methodology/approach Data from a total of 283 students from five colleges of a comprehensive public university in China (Foreign Language Studies, Business, Education, Biology and Chemistry, and Mathematics and Engineering) were collected for this study. The reliability and validity of the measurement scale were established through a Rasch model using Winsteps version 3.94. The technology satisfaction model (TSM) was validated applying structural equation modelling (SEM) using AMOS to test the causal relationships among the constructs. Findings The results of this study revealed that students’ SAT was directly influenced by perceived usefulness (PU) and ease of use of wireless internet. Besides, students’ perceived ease of use (PEU) and usefulness were directly affected by their computer self-efficacy. On the other hand, students’ computer self-efficacy had an indirect effect on their SAT mediated by ease of use and perceived usefulness, respectively. The findings also discovered that gender did exert effect as a moderating variable towards students’ SAT in using wireless internet in higher education. Practical implications The TSM was shown to be a useful model to measure students’ SAT in using wireless internet in a different culture. Originality/value To achieve this aim, a TSM on the potential factors contributing to student SAT was developed from the literature and validated in this study. Whereas, the TSM has been developed and validated in Malaysia.

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