A Comparative Study of Users versus Non-Users’ Behavioral Intention towards M-Banking Apps’ Adoption

The banking sector has been considered as one of the primary adopters of Information and Communications Technologies. Especially during the last years, they have invested a lot into the digital transformation of their business process. Concerning their retail customers, banks realized very early the great potential abilities to provide value added self-services functions via mobile devices, mainly smartphones to them; thus, they have invested a lot into m-banking apps’ functionality. Furthermore, the COVID-19 pandemic has brought out different ways for financial transactions and even more mobile users have taken advantage of m-banking app services. Thus, the purpose of this empirical paper is to investigate the determinants that impact individuals on adopting or not m-banking apps. Specifically, it examines two groups of individuals, users (adopters) and non-users (non-adopters) of m-banking apps, and aims to reveal if there are differences and similarities between the factors that impact them on adopting or not this type of m-banking services. To our knowledge, this is the second scientific attempt where these two groups of individuals have been compared on this topic. The paper proposes a comprehensive conceptual model by extending Venkatech’s et al. (2003) Unified Theory of Acceptance and Use of Technology (UTAUT) with ICT facilitators (i.e., reward and security) and ICT inhibitors (i.e., risk and anxiety), as well as the recommendation factor. However, this study intends to fill the research gap by investigating and proving for the first time the impact of social influence, reward and anxiety factors on behavioral intention, the relationship between risk and anxiety and the impact of behavioral intention on recommendation via the application of Confirmatory Factor Analysis and Structural Equation Modeling (SEM) statistical techniques. The results reveal a number of differences regarding the factors that impact or not these two groups towards m-banking app adoption; thus, it provides new insights regarding m-banking app adoption in a slightly examined scientific field. Thus, the study intends to assist the banking sector in better understanding their customers with the aim to formulate and apply customized m-business strategies and increase not only the adoption of m-banking apps but also the level of their further use.

Information needs and delivery channels: Experimental evidence from Cambodian smallholders

Despite numerous policy interventions, poverty still exists. Those most harshly affected are people living in rural areas of low-income countries, regions that are often characterized by information asymmetries leading to market failure. The widespread growth of information and communications technologies (ICTs) in remote areas across the world holds immense potential for lifting the information barriers of the rural poor. However, there is little evidence of the effectiveness of delivery channels, which might be one reason why digital advice differs in its impact. Seeking to ascertain how smallholders can best be served by ICT, the authors investigated information needs and effective ICT delivery channels. Sociodemographic and ICT-related data was collected and a framed field experiment was conducted with smallholders in Cambodia; they were asked to build an object while using various delivery channels for instruction. Employing different regression techniques and matching algorithms, the experiment reveals that multisensory instructions trump all others.

Work-Integrated Learning

Work-integrated learning (WIL) continues to be an essential topic of conversation among governments, educators, employers, and students. By various names and definitions, WIL attempts to inject the realism of workplace employment tasks into the post-secondary learning environment. The COVID-19 pandemic has forced stakeholders to innovate in the WIL space often using the advances in information and communications technologies (ICT) to build further bridges between learners and real work experiences. The chapter provides an overview of WIL followed by three specifics cases from marketing faculty at the Southern Alberta Institute of Technology (SAIT). In each of the three cases, faculty used different ICT to provide engaging learning environments linking business, industry, consumers, and the learners.

A Study on PF–IFF-Based Diagnosis Model of Plant Equipment Failure

There are two types of maintenance policies for equipment: breakdown maintenance and preventive maintenance. In the case of applying preventive maintenance, the maintenance is carried out based on time or the condition of the equipment. However, with the development of Information and Communications Technologies (ICT) and the Internet of Things (IoT) technology, the data collected from equipment has rapidly increased and the use of Condition-Based Maintenance (CBM) to perform appropriate maintenance based on the condition of the equipment is increasing. In this study, based on gathered sensor data, we introduce an approach to diagnosing the condition of the equipment by extracting specific data features related to the types of failures that occur with equipment. To this end, we used the K-means clustering method, support vector machine (SVM) classifier, and Pattern Frequency–Inverse Failure mode Frequency (PF–IFF) method with the Term Frequency–Inverse Document Frequency (TF–IDF) method. As a case study, we applied the proposed approach to a centrifugal pump and carried out computational experiments for assessing the performance and validity of the proposed approach.

Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

COVID-19: Threat or ally in the teaching-learning process in phytopathology?

<p>Preventive confinement against COVID-19 changed the teaching-learning process of the Phytopathology course at the Faculty of Agronomy of the UCR. Information and Communications Technologies (ICT) were integrated into a program called ‘Phytopathology 2020, at the distance but together’. Each student received at her home a box of materials, including culture media and a paper microscope, that allowed her to set up and carry out different phytopathological techniques. The result obtained exceeded expectations and previous results in 16 years of teaching experience. The integration of the family into the educational project was surprising, fostering values of mutual commitment in education and prevention of COVID-19.</p>

The Catholic Church in Nigeria and Social Media-Use: A Critical Juxtaposition

There is a perception that the Church is circumspect about the use of new technology. Perhaps this view stems from the understanding that the Church is traditional in nature in terms of accepting change or changing. The situation is even more interesting when it comes to embracing the world of Information and Communications Technologies (ICTs) with particular reference to the use of social media platforms such as Facebook and WhatsApp. With this background in mind, the researchers embarked on a qualitative survey “The Catholic Church in Nigeria and Social Media-Use: A Critical Juxtaposition” to assess how the Church views social media in the country. Through the narrative approach, it discovered that the culture of secrecy, conservatism and fear are responsible for lack of taking advantage of social media platforms for evangelisation purposes. The study recommended openness to media protocol, debuting social media ethical codes and setting up a social media commission as positive ways through which the Church can engage social media meaningfully. It concluded that since social media has come to stay, the Catholic Church in Nigeria must set its own benchmark for engaging with the new technology while fulfilling its divine mission on earth.

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

The Impact of COVID Pandemic Consequences on Public Demand for Competence Formation in Humanitarian Education

The COVID pandemic has affected all human activity, most of all education. Lockdowns obliterated traditional teaching. Student attitudes towards educational format and content have also changed. The aim of this paper is to evaluate the impact of the pandemic consequences on public demand for competence formation in humanitarian education. Gathered through systemic written surveys (Project Tuning methodology) and interviewing the respondents (173 faculty and 322 students), participants to CIES-2020 and PPPMSF-2021 international conferences, the data were systematized, rated and analyzed using the methods of statistical analysis. Consequently, actual public demand for student competences was formulated. Top five choices by the faculty include: 1) ability to adapt to and act in new situation; 2) commitment to safety; 3) ability to search for, process and analyze information; 4) skills in the use of information and communications technologies; 5) ability to evaluate and maintain the quality of work. The student choices differ from faculty prioritizing the abilities: 1) to work autonomously; 2) to design and manage projects; 3) to adapt to and act in new situation; 4) to apply knowledge in practical situations; 5) to work in an international context. The results have shown a statistically significant difference between the public demand prior to the pandemic and after the introduction of social distancing measures. Views of faculty and students on the importance of particular competences have remained divergent, and the specific priorities are changing. One noticeable trend is prioritizing the ability to adapt to new situations by both faculty and students.