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    Acceptance Factors for Web based learning under the sustainability issues

    Nikolaos Kourakos,

    Hellenic Navy, PhD (c), MSc, MScE-mail:snadek@ yahoo.com

    Penelope Kaouni,

    E-learning consultant, IT Engineer

    E-mail:[email protected]

    Abstract

    The todays economy, the knowledge-based economy has an ever-increase demand

    for new ways of delivery education. This issue has led to very dynamic changes in

    learning activities. The new K-economy requires people and especially working staffto acquire knowledge and skills in a timely manner and to make decisions under

    various circumstances. So the issues of life long learning, adults learning and

    continuous training is a major issue. The delivery of instruction and teaching

    materials electronically to remote students via internet is what we call web based

    learning.

    There is a plethora of factors that need to be considered while implementing a web

    based learning solution. There is a need to identify the factors that support and boost

    sustainability of electronically mediated learning. One of the most critical factors is

    the acceptance of the solution from the participants. Performing a literature review,

    we found a noticeable number of researches in this area.

    This paper makes an exploratory study in the area of web based learning and use the

    wide spread TAM model in order to exam the technology acceptance of this solution,

    especially by adult learners of KEE.

    The investigation of acceptance judged to be useful for both teacher and students

    especially under the sustainability issues.

    1. Introduction

    1.1 Sustainability

    According to the dictionary, sustainability is the ability to prolong or to supply withsustenance. The key term Sustainability has been interpreted as keeping things

    going in the present and feature in a way that is beneficial to all stakeholders. In

    other words sustainability means medium and long-term success.

    According to Kruppa et al, (2002, p.6) transferring the term sustainability or the

    related term stability to web based Learning means developing stable structures,which are integrated institutionally and the result in fundamental changes in

    teaching.Seufert (2007) give us a multi-dimension approach the sustainable web based learning

    as follows:

    Dimension Context / focus

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    Economic dimension. The focus here is on efficiency and

    effectiveness regarding the use of

    available resources.

    Pedagogic dimension This perspective focuses on the pedagogic

    aspects.

    Organizational-administrative dimension. This perspective focuses on efficiency ofstructure and processes.

    Technical dimension. The primary goal of this approach is the

    stability and functionality of the IT

    infrastructure. Nowadays the impact of

    ICT stressed too much.

    Socio-cultural dimension. This point of view relates with diffusion

    effects of web based learning. The

    promotion of the electronically mediated

    learning is another main principal of this

    dimension.

    The figure1 below summarizes all these dimensions.

    Figure1. Sustainability Approaches for web based learning

    In this study we focus on Socio-culture and Technical dimensions. Nowadays the

    rapid growth of the available web based learning platforms is a fact. Many technical

    approaches, many software products, many new versions probably mean many

    technical problems. Further more the pedagogic approach is in many cases a serious

    problem. We can describe the situation here as a complex one. If students and

    lecturers link the usage of the web based learning (by technical means) with problems,

    then a lot of efforts and recourses are being spent on stabilising the web based

    learning system which increase the possibility of disconfirmation and finally drives to

    rejecting. Seufert (2007) states that in web based learning user friendly and student

    (customer) centric environment is a critical success factor for sustainability.

    1.2 Quality and satisfaction of web based educational services.

    The terms quality and service are wide used and under more often different means. In

    this paper we adopt the International Standard Organization (ISO) definition, that

    describes quality is a totality of characteristics of an entity (a process, a product, anorganization or any combination) that bear on its ability to satisfy stated and implied

    needs (ISO 8402). More specifically in web based learning we can say that is the

    ability to reach a specific goal in efficiency, effectively, in safe and/or with

    satisfaction at specific user situation that is education learning, etc (ISO/IEC9126-4).

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    In ISO regulations (ISO9000:2000) service is intangible product that is the result ofat least one activity performed at the interface between the supplier and customer,

    e.g. knowledge is a intangible product to be delivered. Finally we can say that

    service quality (and specifically educational service quality) is an overall collection of

    both, implicit and explicit characteristic that the service can satisfy the customer.

    The customer satisfaction in web based learning area is equivalent to studentsatisfaction. Arbaugh (2000a, 2000b, 2000c) identifies five general factors that may

    influence the student learning and satisfaction with web based learning:

    Perceived usefulness of course

    Flexibility

    Interaction

    Student experience, and

    Engagement

    The figure2 below summarizes all these dimensions.

    Figure2. Factors that influence the student learning and satisfaction

    The introduction of a web based learning system can described according to Euler

    and Wilbers (2002) as a foreign body is getting implemented in a system. Either it

    adapts and will not be regarded as alien or it will continuously be identified as aforeign body and be eventually rejected from the system.So the adaptation and integration of web based learning systems in central process of

    an educational provider becomes more and more urgent. Seufert (2007) claims thatacceptance and openness toward web based learning is a seriously helpful factor.According to researcher Attitudes and pre-knowledge, self study competence,

    previous negative experiences with computer-based teaching/learning formats affectthe acceptance considerably.

    Additional research Harasim et al. (1997) indicates that quality factor of online

    programs must be addressed in course planning and developing.

    2. The Technology Acceptance Model (TAM) as a tool for investigate acceptance

    for web based educational services

    In this research area there is a slightly wide variety of models that tries to explain the

    adoption of information systems. Rogers (1983), give us a general framework of

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    technology acceptance within the theory of diffusion of innovations (TID). Fishbein

    & Ajzen (1977) developed their theory of reasoned action (TRA). As an extension of

    TRA, Ajzen (1985) introduced the theory of planned behaviour (TPB). But maybe the

    most well-known and widely accepted and cited model is the technology acceptance

    model (TAM). Davis (1985) developed the TAM to explain the computer usage and

    acceptance of information technology. As Money & Turner (2004) notice, theInstitute for Scientific Information Social Science Citation indexed more than 300

    journal citations of the initial TAM paper published by Davis et al. (1989). The

    Davis model is shown in Figure3 below:

    Figure3. Technology Acceptance Model (Davis, 1989).

    According to Davis (1993, p.1) user acceptance is often the pivotal factor determinethe success or failure of a system. The term external variables include all the systemdesign features. These features have a direct influence on perceived usefulness (PU)

    and perceived easy of use (PEOU), while attitude toward using has an indirect

    influence effect to the actual system use. Davis (1993, p. 477) defines PEOU as thedegree to which an individual believes that using a particular system would be free of

    physical and mental effort, and PU as the degree to which an individual believes

    that using a particular system would be enhance his/her job performance. As Davis et

    al (1989) states, the goal is to provide us with an explanation of the determinants of

    systems acceptance. Similar to TRA user beliefs determine the attitude toward using

    the information system. This attitude drives to intention behavior to use which lead to

    actual system use.

    Dishaw and Strong (1999, pp. 9-21) pointed out a weak point of TAM about task

    focus. According to them TAM differs from TRA in two keys. The first is that

    define PEOU and PU as external variables that determine the intension to use not theactual use. The second key is that TAM does not include subjective norms.

    Yi (2005), claims that TAM and IDT have similarities, More specific PEOU and PU

    are conceptual similar to relative advantage and complexity (the opposite of easy of

    use). As Taylor and Todd (1995) claims, TAM performs slightly better compared

    with the Theory of Planned Behavior (TPB).

    3. The Research Framework

    3.1 Profile of respondents

    In an attempt to achieve an evaluation process in the academic field of the adults

    educational centre (KEE) based on the time pressure and the sorted sources, the

    original TAM questionnaire was chosen. Based on the work of Davis, thisquestionnaire is a well known valid and reliable tool.

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    Externalvariables

    PerceivedUsefulness

    Intention

    Behavior

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    There has been a distribution of 50 pilot questionnaires to students and 50 of them

    have been filled in, that is 100%. The analytical explanation about the way of filling

    the questionnaire from the educating staff of the school, led to the respectively high

    percentage of usable answers. This high percentage of the trainees participation

    could reflect the intense interest of the participants in this subject, while it is also

    revealed a positive approach on the participation of the students in the new academicplace.

    Our sample consists of 60% males and 40% females. The relevant table of

    frequencies analysis follows.

    Table1. Gender.

    Frequency Percent Valid PercentCumulative

    Percent

    Valid male 30 60,0 60,0 60,0

    female 20 40,0 40,0 100,0

    Total 50 100,0 100,0

    The next table describes the participants distribution according to level of training

    (there are four levels of training scale).

    Table2. The population among training levels

    Frequency Percent Valid PercentCumulative

    Percent

    Valid 1 30 60,0 60,0 60,0

    2 10 20,0 20,0 80,0

    3 5 10,0 10,0 90,0

    4 5 10,0 10,0 100,0

    Total 50 100,0 100,0

    We may observe that for a sample of 50 students, 30 of them that is to say 60% are

    1st year students (60%), 10 students of 2nd year (20%), and 5 students for year 3 and

    4 respectively.

    3.2 Descriptive elements.

    The first question examines if the students of the sample believes that Using e-

    learning improves the quality of the work I do (VAR_PU_1). The variable can take

    5 different values (Likert scale). The value 1 corresponds to not at all; the value 2 to a

    little; the third (3) values correspond to moderate; the value 4 corresponds to muchand the value 5 corresponds to very much. The relevant table and its graph of

    frequencies analysis follows.

    Table3. Question1 (Variable VAR_PU_1).

    Frequency Percent Valid Percent Cumulative Percent

    Valid 1 1 2,0 2,0 2,0

    2 3 6,0 6,0 8,0

    3 18 36,0 36,0 44,0

    4 22 44,0 44,0 88,0

    5 6 12,0 12,0 100,0

    Total 50 100,0 100,0

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    We may observe that from a sample of 50 valid answers 22 students, that is to say

    44% percentage, concerned the web based learning has a strong positive impact to

    their studies (job). There are also 18 statements for the option moderate, a 50%

    percentage, while 6 students, a 12% percentage concerned that web based learning has

    a very strong impact. The cumulative percentage of the negative statements a 10%percentage, is not important. However it is clear that the students are positive that web

    based learning improves the quality of their studies in a quite high percentage.

    The next questions aim at the record of the importance of a series of factors in relation

    with the perceived usefulness. These factors are the following:

    Greater control over my work (studies)

    Enables to accomplish task more quickly

    Support critical aspects of my studies

    Increase productivity

    Improves my performance. Allows to accomplish more work otherwise be possible

    Enhances my effectiveness on the jib (studies)

    Makes it easier to do my job

    Overall, I find web based learning useful in my job.

    Each case is recorded in a variable with the name Var_PU_2, Var_PU_3 etc. Each

    one of the variables takes values from 1 to 5. The table of the dominant values, the

    total observations and the corresponding percentage of each variable, with the

    appropriate graph are presented below.

    Table 4. Variables related with Perceived UsefulnessVariable Dominant

    value

    Percentage

    Greater control over my work (studies)

    (Var_PU_2).

    3 44 %

    Enables to accomplish task more

    quickly (Var_PU_3).

    2 34 %

    Support critical aspects of my studies

    projects (Var_PU_4).

    4 46 %

    Increase productivity

    (Var_PU_5).

    3 42 %

    Improves my performance process

    (Var_PU_6).

    3 42 %

    Allows to accomplish more work

    otherwise be possible Var_PU_7).

    3 38 %

    Enhances my effectiveness on the job

    (studies) (Var_PU_8).

    4 54%

    Makes it easier to do my job

    (Var_PU_9).

    4 40%

    Overall, I find web based learning

    useful in my job (Var_PU_10).

    4 60%

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    3

    Graph1 Variables (VAR_PU_2 10)

    At this point we may observe the following. The Greater control over my work has

    22 observations (44%), with preference 3, in a scale of 1-5, that a medium

    importance. For the third question, named Enables to accomplish task more quickly

    the dominant choice was 2, that means little effect on quickly completion, with 17answers (34%). For the supporting critical aspects the dominant value is 4, the

    second most important, with 23 reports (46%). Students are very impressed with web

    based learning in terms of supporting tool. The productivity remains a critical

    problem in any case. In our case students believes that web based learning has a

    moderate impact on this issue. For the productivity the dominant value is 3, third from

    the importance perspective, with 21 reports (42%). The next question related with the

    increase of the performance. In this issue the dominant choice was 3, third from the

    importance perspective, with 21 reports (42%). It reveals a balanced belief concerning

    the increase of productivity web based learning between the members of the students

    community. For the ability to accomplish more work using web we also the dominant

    value was again 3, a balanced belief and response with 19 reports. The next question

    is about effectiveness. At this point an impressive percentage of 54% or in other

    words 27 reports prove that students strongly agree with this hypothesis. The easier

    way to do my job via web has also become a serious important factor with a

    particularly high frequency. The 20 reports that mean a 40% percentage confirm that.

    Last of this set of questions was about the overall usefulness of web based learning.

    Maybe it was the most critical question. The answers here were very impressive. A

    very impressive percentage 60% (in other words 30 students) finds web based

    learning overall useful in their studies. The dominant value was 4, second from the

    importance perspective. The graph for the crucial last question (question 10) follows:

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    Pe

    r

    c

    e

    n

    Graph2. Variable (VAR_PU_10)

    3.3 Limitations of the study.

    As with all empirical research, this study has a few limitations. Referring to the

    limitations of the present study we have to mention the following:

    It was not possible to make this research also on other adults educating

    institutions of the area, of the same field, in order to compare the students of

    different institutions.

    It was not extended on students of other fields in the same or different

    institution.

    There could also be included post-graduate students, in order compare the pre-

    graduate and the post-graduate sample groups.

    4. Conclusions

    However every attempt of building a sustainable web based learning system, apart

    from the theoretical knowledge and the technical documentation, also requires the

    adoption and the active support of those that it addresses that is the students. The

    research that we have done on the students of Adults Centre (KEE) intended to record

    a series of factors relevant adoption of a web based learning implementation.

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