Lifelong E-Learning and Individual Characteristics: The Role of Gender, Age, Career and Prior Experience

2011 ◽  
Vol 267 ◽  
pp. 1-6
Author(s):  
Hsiu Li Liao ◽  
Su Houn Liu ◽  
You Jie Chou
Keyword(s):  
Lifelong Learning ◽  
Behavioral Control ◽  
Prior Experience ◽  
Individual Characteristics ◽  
Ease Of Use ◽  
System Response ◽  
Perceived Behavioral Control ◽  
Continuous Growth ◽  
E Learning

Lifelong learning is a term recognized that learning is not confined to childhood or the classroom, but takes place throughout life and in a range of situations. Compare to the continuous growth of the e-learning market for the lifelong learning of adults, there are relatively few studies are available on the learning behaviors of these learners on the e-learning website. In this study, TAM and TPB theory were integrated and employed to examine the relationships between courses or systems and perception constructs. The degree of learners’ perceptions of interaction with others don’t influence course flexibility, ease of use, and behavioral control learners’ perceived. Different gender and career of learners don’t influence all constructs. Younger learners perceived that they can interact with teachers and other learners as well as learn more on the e-learning website. The e-learning experiences of learners are significantly associated with system functionality, system response, and perceived behavioral control.

Exploring Effect Factors of E-Learning Behavioral Intention on Cross-Level Analysis

2011 ◽  
Vol 204-210 ◽  
pp. 174-177 ◽  
Author(s):  
Pei Wen Liao ◽  
Chien Yu ◽  
Chin Cheh Yi
Keyword(s):  
Social Influence ◽  
Behavioral Intention ◽  
Behavioral Control ◽  
Hierarchical Linear Model ◽  
Perceived Behavioral Control ◽  
Performance Expectations ◽  
Individual Level ◽  
Use Of Technology ◽  
E Learning

The study, based on the unified theory of acceptance and use of technology (UTAUT), investigates the determinants of e-learning acceptance. We create a cross-level variable of the incentive and social influence to explore with the other variable context effect and the interaction effects in the acceptance of e-learning. Data collected from 932 respondents in Taiwan were tested against the research model using the hierarchical linear model approach. This model improved Yu, Liao, Wen’s research to detailed intended the learning environment. The results showed that individual-level variables (performance expectations, effort expectancy, perceived behavioral control), and group-level variables (incentive, social influence) have a positive effect on behavioral intention. The incentive has an effect on behavioral intention through the moderating role of manager influence.

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2013 ◽  
pp. 180-195
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
Use Of Technology ◽  
E Learning ◽  
Faculty Educators

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2011 ◽  
Vol 3 (2) ◽  
pp. 54-69 ◽  
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
E Learning ◽  
Faculty Educators ◽  
Teaching Learning

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

scholarly journals The mediational role of intimate partner acceptance and psychological adjustment in the relationship between intimate partner control and marital adjustment

2021 ◽  
Author(s):  
Ayşegül Aracı İyiaydın ◽  
Zeynep Hatipoğlu Sümer
Keyword(s):  
Psychological Adjustment ◽  
Structural Equation ◽  
Marital Adjustment ◽  
Behavioral Control ◽  
Intimate Partner ◽  
Equation Modeling ◽  
Perceived Behavioral Control ◽  
Psychological Maladjustment ◽  
The Relationship

AbstractGrounded in Interpersonal Acceptance-Rejection Theory (IPARTheory), this exploratory study investigated the associations among perceived intimate partner rejection, intimate partner control, psychological maladjustment, and marital adjustment. Perceived behavioral control in intimate partner relationships has been under-researched within the context of IPARTheory. Although the role of behavioral control in child/adolescent-parent relationships has been well-established, insufficient exploration of the phenomenon in marriage relationships calls for new empirical findings. The conveniently selected sample consisted of 624 (360 female, 264 male) married individuals living in big cities of Turkey. Intimate Partner Acceptance-Rejection/Control Questionnaire, Personality Assessment Questionnaire, Dyadic Adjustment Scale, and Demographic Form were utilized to gather data. Structural Equation Modeling was utilized as the primary analysis to test the proposed sequential mediational model of the study. The results indicated that intimate partner behavioral control was significantly and indirectly associated with marital adjustment through the mediating effects of intimate partner rejection and psychological maladjustment. Moreover, intimate partner rejection had direct effects on psychological maladjustment and marital adjustment. The indirect effect of intimate partner rejection on marital adjustment via the mediation of psychological maladjustment was found to be significant. Lastly, the sequential mediation by intimate partner rejection and psychological maladjustment in the relationship between intimate partner control and marital adjustment was also significant. This study adds to the existing literature on IPARTheory by showing that perceived intimate partner behavioral control is quite negatively related to marital adjustment. Results underscore how perceived behavioral control by a spouse triggers rejection and diminishes the psychological adjustment of the controlled partner.

scholarly journals Behavioral intentions of technology teachers to implement an engineering-focused curriculum

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuang-Chao Yu ◽  
Pai-Hsing Wu ◽  
Kuen-Yi Lin ◽  
Szu-Chun Fan ◽  
Sy-Yi Tzeng ◽  
...  
Keyword(s):  
Behavioral Intentions ◽  
Behavioral Control ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Teachers Perceptions ◽  
Technology Teachers ◽  
Factors Influencing

Abstract Background Teaching engineering at a high school level has been a subject of substantial concern during recent curriculum reforms. Many countries are increasingly including engineering-focused subjects in their technology curriculum guidelines. However, technology teachers face challenges regarding the optimal implementation of an engineering-focused curriculum. It is essential to understand technology teachers’ perceptions of and behavior in classroom practices when teaching an engineering-focused curriculum. To explore the factors influencing the effective implementation of the curriculum, this study aimed to explore the association between technology teachers’ perceptions regarding curriculum guidelines (i.e., perceived ease of use, perceived usefulness, and beliefs) and their behavioral intentions. In addition, this study explored how these perceptions change for teachers who participated in a professional development program (PDP) for teaching an engineering-focused curriculum compared with those who did not participate in the program (NoPDP). Results In this study, structural equation modeling was used to investigate factors potentially influencing teachers’ behavioral intentions, including subjective norms and perceived behavioral control. The results showed that technology teachers’ behavioral intentions were influenced by their perceptions of the curriculum's usefulness. Subjective norms and perceived behavioral control were also significant determinants of behavioral intentions. Moreover, the results differed between the two groups. Perceived usefulness had direct and indirect effects on the behavioral intentions of the PDP and NoPDP groups, respectively. Conclusions We constructed a model of technology teachers’ behavioral intentions to implement an engineering-focused curriculum and identified factors influencing technology teachers’ behavioral intentions to implement an engineering-focused curriculum. Our conclusions are as follows: (1) the model was adequate for determining the factors influencing technology teachers’ behavioral intentions; (2) in the PDP group, perceived usefulness, subjective norms, and perceived behavioral control were significantly associated with behavioral intentions; and (3) in the NoPDP group, perceived usefulness and perceived ease of use were associated with behavioral intentions and self-reported behavior only via the mediating factor of beliefs. The above influencing factors should be taken into account when planning professional development programs for pre- and in-service teachers, as these programs will have implications regarding the successful implementation of an engineering-focused curriculum.

The Role of Satisfaction and Ease of Use on User Attitudes of E-Learning: Case Study MI Mumtaza

2020 ◽  
Author(s):  
Sururin ◽  
Munzier Suparta ◽  
Herlino Nanang ◽  
Amelia Zakiyyatun Nufus ◽  
Kamarusdiana ◽  
...  
Keyword(s):  
Ease Of Use ◽  
User Attitudes ◽  
E Learning

scholarly journals Examining the External Antecedents of Innovative Work Behavior: The Role of Government Support for Talent Policy

2021 ◽  
Vol 18 (3) ◽  
pp. 1213
Author(s):  
Zaisheng Zhang ◽  
Meng Liu ◽  
Qing Yang
Keyword(s):  
Behavioral Control ◽  
Resource Dependence Theory ◽  
Government Support ◽  
Work Behavior ◽  
Equation Modeling ◽  
Perceived Behavioral Control ◽  
Innovative Work Behavior ◽  
Innovative Work ◽  
The Relationship

The innovative work behavior (IWB) or creativity of employees is regarded as the key to the sustainable innovation performance of an organization. In the field of human resource management (HRM), the relationship between an organization’s high-performance work system (HPWS) and IWB has been studied extensively. However, the current understanding of organizational external antecedents is limited. Our paper focuses on an extra-organizational government support factor, government support for talent policy (GSTP). Similar to HRM policies within an organization, GSTP also has an ability–motivation–opportunity framework that may influence the IWB of employees. We integrate the resource dependence theory, institutional theory, and theory of planned behavior (TPB) to propose a theoretical model of the mechanism of GSTP influence on IWB. Using a structural equation modeling approach, we empirically verify the hypotheses in a survey dataset of HRM practitioners in 152 technology-based enterprises in China. The results indicate that the external antecedent, GSTP, positively influences the innovative attitude, subjective norm, and perceived behavioral control of HRM practitioners in the organization. Innovative attitude and perceived behavioral control completely mediated the relationship between GSTP and innovative intention. Moreover, there is a distal indirect effect between GSTP and IWB. The paper contributes to filling a gap in the innovation policy literature. In practice, both HPWS and individual employees should be concerned about the possible role of GSTP.

Factors which Influence Students Enterpreneurship Intentions: The Role of Education Programs, Subjective Norms and Perceived Behavioral Control

2017 ◽  
Vol 7 (1) ◽  
pp. 173-179
Author(s):  
Elona Cera ◽  
Nevila Furxhiu
Keyword(s):  
Public Administration ◽  
Positive Impact ◽  
Behavioral Control ◽  
Subjective Norms ◽  
The Other ◽  
First Year ◽  
Perceived Behavioral Control ◽  
Education Programs ◽  
The Empirical Analysis

Abstract The entrepreneur aim is a very important factor, which is considered as a key element in youth employment and the development of the country's welfare. Literature suggests that same of factors which influence enterpreneurship intention are educatin programs, subjective norms and perceived behavioral control. This study was conducted based on an intentional sample, which consisted of master's student, respectively the first year Business Administration and Public Administration, in Economic Faculty of Tirana University. The sample is composed with 63 people. The empirical analysis is based in the main two elements: first, the use of a standardized instrument and secondly, statistical analysis, factor analysis, correlation and linear regression. The study shows that education programs and subjective norms don’t relate positively with the entrepreneur aim. On the other hand, it emerges that perceived behavioral control has a positive impact on the development of entrepreneurial goal.

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