scholarly journals Exploring The Factors Influencing UPM English Language Faculty Members Adoption And Integration Of Web-Based Instruction (WBI)

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Sima Sayadian ◽  
Jayakaran Mukundan ◽  
Roselan Baki
Keyword(s):  
English Language ◽  
Short Form ◽  
Ease Of Use ◽  
Relative Advantage ◽  
Web Based ◽  
Factors Influencing ◽  
Web Based Instruction ◽  
E Learning ◽  
Based Instruction ◽  
University Lecturers

Technology, if integrated effectively, has been found to influence students’ academic performance, develop their higher order thinking and problem solving, improve their motivation, attitude, and interest in learning, and help them prepare for the workforce as well as address the needs of low performing, at-risk, and learning impaired students (Center for Applied Research in Educational Technology, 2005).  This paper reports the findings of the study trying to investigate the application and integration of web based instruction by University Putra Malaysia (UPM) lecturers in Serdang , Malaysia. A questionnaire which included the items from the short form of the Moore and Benbasat (1991) instrument as well as some demographic questions was administered to UPM lecturers in Malaysia. Data collected through the survey questionnaire was used to examine the factors influencing the University Putra Malaysia (UPM) lecturers’ perception about application and integration of web based instruction. Our analysis of the data suggests that the innovation adoption variables of relative advantage, compatibility, visibility, ease of use, results demonstrability, and trialability should be considered by university lecturers seeking to increase the rate of adoption of e-Learning within their organisation.

scholarly journals Cross-cultural challenges in web-based instruction

2010 ◽  
pp. 448-465
Keyword(s):  
Culturally Diverse ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Student Needs ◽  
Web Based ◽  
Cultural Challenges ◽  
Web Based Instruction ◽  
E Learning ◽  
Based Instruction ◽  
Technology Perceptions

Web Based Instruction (WBI) possesses great potential for delivering e-learning solutions into Lower Economically Disadvantaged Countries (LEDCs) and organizations with virtual networks of employees spread across the globe. However, these e-learning solutions are not without cross-cultural challenges. In order to adequately utilize these resources, it is imperative that developers and organizations understand how to address differences in norms, preferences and values of culturally diverse individuals when designing WBI. When instruction does not effectively address student needs, users can be distracted, or even discouraged, from completing instruction and quite possibly reject the technology through which the instruction is delivered. The purpose of this paper is to present an examination of cross cultural challenges in implementing WBI, through a discussion of Hofstede’s (1980) cultural dimensions, cultural technology perceptions, language barriers and user needs. The paper concludes with a discussion the implications of WBI and future trends in WBI design.

Postgraduate Students’ Perceived E-Learning Acceptance

2013 ◽  
Vol 4 (3) ◽  
pp. 51-60
Author(s):  
M. R. K. N. Yatigammana ◽  
Md. Gapar Md. Johar ◽  
Chandra Gunawardhana
Keyword(s):  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Relative Advantage ◽  
Perceived Ease Of Use ◽  
Postgraduate Students ◽  
Geographically Dispersed ◽  
Postgraduate Studies ◽  
E Learning ◽  
Acceptance Model

E-learning is a method of delivering knowledge using information technology and electronic media for the remote users. The advantages of e-learning method can be fully achieved with the postgraduate studies as majority of the postgraduate students are engaged in learning while they are working and also geographically dispersed due to the family and work life thus physically appearing for the lecture sessions are difficult to them. This paper attempts to develop a framework to measure the postgraduate students’ perceived technology acceptance by developing a modified version of the Technology Acceptance Model (TAM) which replaces perceived usefulness and perceived ease of use in the original model of TAM with relative advantage and complexity and incorporate other variables of trialability, observability, compatibility, psychological wellbeing and social influence of the students. The developed model is validated using 30 postgraduate students from Sri Lanka and thus this model can be used in future researchers to measure the perceived e-learning acceptance of postgraduate students.

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