Does Self-Efficacy Effect on Knowledge Sharing Intention in E-Learning System ? : A Motivational Factor Analysis in Open University Malaysia OUM

2014 ◽  
Vol 3 (11) ◽  
pp. 35-46 ◽  
Author(s):  
Seyed Ali Hosseini ◽  
Seyed Mohammad Bathaei ◽  
Shapour Mohammadzadeh
Keyword(s):  
Factor Analysis ◽  
Knowledge Sharing ◽  
Self Efficacy ◽  
Learning System ◽  
Open University ◽  
Motivational Factor ◽  
System A ◽  
E Learning

scholarly journals INCA: A cognitive multi-agents architecture for designing intelligent & adaptive learning systems

2005 ◽  
Vol 2 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Thierry Nabeth ◽  
Liana Razmerita ◽  
Albert Angehrn ◽  
Claudia Roda
Keyword(s):  
Knowledge Sharing ◽  
Adaptive Learning ◽  
Management Practices ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Agents ◽  
E Learning ◽  
Personal Agent ◽  
Adaptive Learning Systems ◽  
Multi Agents

This paper presents a cognitive multi-agents architecture called Intelligent Cognitive Agents (InCA) that was elaborated for the design of Intelligent Adaptive Learning Systems. The InCA architecture relies on a personal agent that is aware of the user's characteristics, and that coordinates the intervention of a set of expert cognitive agents (such as story telling agents, assessment agents, stimulation agents or help agents). This InCA architecture has been applied for the design of K"InCA, an e-learning system aimed at helping people to learn and adopt knowledge-sharing management practices.

Identifying the Influential Factors of Knowledge Sharing in E-Learning 2.0 Systems

2020 ◽  
pp. 603-622
Author(s):  
Bing Wu
Keyword(s):  
Organizational Climate ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Self Efficacy ◽  
Structural Equation ◽  
Success Factors ◽  
Influential Factors ◽  
Perceived Usefulness ◽  
Positive Effects ◽  
E Learning

As the E-Learning 2.0 system is a tool to help members manage knowledge in an effective way, this study attempts to verify the constructs of knowledge creation self-efficacy, subjective norms, perceived usefulness, organizational climate, attitudes toward knowledge sharing and the intention to engage in knowledge sharing. A sample of 284 participants from companies in China that have already implemented E-Learning 2.0 systems participated in this study. Structural equation modeling is conducted to test the research hypotheses. Research results show that (1) Knowledge creation self-efficacy, perceived usefulness and organizational climates are found to have positive effects on the intentions toward knowledge sharing in E-Learning 2.0 systems; (2) Meanwhile, system success factors of communication quality and service quality are suggested to influence the perceived usefulness of E-Learning 2.0 systems; (3) As we expected, the intentions toward knowledge sharing in E-Learning 2.0 have positive effects on knowledge-sharing behavior. Therefore, by highlighting the role of the organizational climate, the findings of current research provide practical insights for understanding how organizations should reinforce fairness, innovativeness and affiliation to create a climate of reciprocity.

scholarly journals Readiness For Shifting From A Traditional Higher Education Learning System To An E-Learning System: A Case Study From The Sultanate Of Oman

2007 ◽  
Vol 4 (11) ◽  
Author(s):  
Said Al-Gattoufi ◽  
Salem Al-Naabi ◽  
Bechir Gattoufi
Keyword(s):  
Higher Education ◽  
Learning System ◽  
Colleges Of Education ◽  
It Services ◽  
Sultanate Of Oman ◽  
Dynamic Learning ◽  
Staff Members ◽  
System A ◽  
Experimental Implementation ◽  
E Learning

The Ministry of Higher Education in the Sultanate of Oman initiated recently a restructuring program for the General Directorate Colleges of Education aiming to replace the existing six colleges with more applied and highly IT assisted institutions. A particular emphasis is directed towards improving the learning methods by developing and implementing a unified Learning Management System (LMS), which will serve the new form of these colleges. Such system is particularly intended to improve the e-learning skills in the six Colleges of Education. Each college has a Learning Resource Center (LRC) that provides IT services for about 1500 students and 150 staff members. During the past few years, the LRC at Nizwa College of Education (NCoE) has exerted many efforts in upgrading such services to the benefit of the college community. The discussion in this paper will be based on Nizwa LRC as an example, reflecting uniformity among the six colleges of education. This paper analyzes the readiness of the current learning system for the gradual shifting to a more IT assisted teaching system. First, the paper describes the evolution of the Intranet and Internet services in the college. Second, the steps realized in expanding and upgrading IT are described. Third, an evaluation of the available services and users is presented. This is supported by the analysis of the experimental implementation of an open source LMS, the "Modular Object-Oriented Dynamic Learning Environment" (Moodle) to assess the effectiveness of Moodle as a learning facilitator. Finally, recommendations on how to improve the outsourcing of these services are given. Aspects of the services provided by the LRC will be discussed through different users’ perspectives.

A Scale of University Students' Attitudes toward e-Learning on the Moodle System

2014 ◽  
Vol 4 (3) ◽  
pp. 49-65 ◽  
Author(s):  
Tzu-Chin Rejoice Chou
Keyword(s):  
Factor Analysis ◽  
Behavioral Intention ◽  
Critical Issue ◽  
Perceived Usefulness ◽  
Learning System ◽  
Learning Attitudes ◽  
Five Factors ◽  
Confirmatory Factor ◽  
E Learning ◽  
Students Attitudes

There are more universities in Taiwan have incorporated e-learning as the main teaching system. However, it is a critical issue to understand learners' attitudes toward the system. Therefore, the purpose of this research was to test an e-learning attitudes scale on Taiwan Ming Chuan University (TMCU) students using the Moodle system in Taiwan. The study group comprised of 324 students and the overall scale and subscale proved to be highly reliable. The questionnaire was taken from Liaw (2008), and approved by them in 2009. After factor analysis, five factors were extracted from 26 items: Perceived usefulness & behavioral intention (8 items), e-learning effectiveness (5 items), e-learning system satisfaction (5 items), perceived self-efficacy & satisfaction (5 items), and multimedia instruction (3 items). Through application of a secondary confirmatory factor analysis (CFA) test, the construct validity of the scale was empirically constructed.

Factors Affecting the Adoption of e-Learning at University Level

2021 ◽  
Vol 18 ◽  
pp. 313-323
Author(s):  
Joanna Ejdys
Keyword(s):  
Self Efficacy ◽  
Personal Development ◽  
Business Models ◽  
Initial Period ◽  
Perceived Usefulness ◽  
Learning System ◽  
Computer Assisted ◽  
E Learning ◽  
Facilitating Conditions ◽  
Computer Self Efficacy

The dynamic development of e-learning technologies caused by the global epidemiological situation during the last year has prompted the rapid adaptation of the education sector to new challenges. At the same time, many barriers and challenges have emerged, especially at the initial period of e-learning implementation. The identification of factors determining the adoption of e-learning should be the source of information needed to improve the methods and tools used by educational institutions. In the era of strong competition, higher education institutions need to improve their business models or build new ones e.g. based on remote learning. The article aims to identify the essential success factors and their interlinks that explain the initial stages of adoption of an e-learning system by university students in Poland. The author built three regression models which explain relationships between six input variables, i.e., the perceived usefulness (PU), the perceived ease of use (PEU), facilitating conditions (FC), computer self-efficacy (CSE), the preparedness level (PL), and previous experience (PE); and three output variables, i.e., satisfaction and personal development (SPD), attitude toward e-learning (AT), and intention to use (IU). The variable “satisfaction and personal development” (SPD) was newly added to the model. Data was collected with the help of a survey, which was conducted using the CAWI (computer-assisted web interview) technique. In total, 982 completed questionnaires were received. Results achieved using a regression analysis confirmed that the perceived usefulness played a crucial role in building the attitude of students toward e-learning and achieving satisfaction and personal development of the users. Only in the case of two analyzed variables, the obtained results confirmed statistically significant differentiation within the two gender groups. Results confirmed that men had declared a high level of computer self-efficacy. The variable “facilitating conditions” received higher marks from women. The research carried out and the results obtained may form the basis for building strategies for the development of universities and building business models in which e-learning plays an important role.

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