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An integrated success adoption model for examining E-learning among adult workers in Jordan
Abstract
Researching about adult workers' adoption reflected to organisation and individual in developing countries are needed due to obtaining better and bridge the gap. In addition, previous empirical studies that conducted on e-learning have shown low adoption rate among e-learners in Jordan. This study aimed to examine factors such as relative advantage, compatibility, complexity, information quality, system quality and service quality that drive adult workers in adopting e-learning system in their learning process. In other words, there is a weakness in applying e-learning implementation in Jordanian government universities. As a result, the Ministry of Higher Education in Jordan needs to have guidelines to help higher learning institutions to implement e-learning successfully and efficiently. A total of 502 adult workers currently pursuing their study at Arab Open University in Jordan were selected to be the sample for this study. Questionnaire was employed as the data collection approach for the present study. The findings revealed that five predictor variables, namely relative advantage, complexity, information quality, system quality and service quality were the most significant factor influencing e-learning adoption. This research has provided new knowledge with regard to e-learning through the development of an e-learning adoption model. Practical contribution includes insights into the factors and causes deterring e-learner from adopting e-learning in their learning process.
... Despite the fact that there are several studies explaining technology adoption using the TAM model, in area of E-Learning Technologies adoption in developing countries and at HEIs in Africa has not been given attention Zoubib et al.,(2014). The adoption of E-Learning ...
Despite the enormous potential that E-Learning Technologies have in enhancing teaching and learning at Higher Educational Institutions, the adoption of such technologies in Ugandan Higher Educational Institutions is still attention. Effective adoption of such technologies requires that a number of issues be taken into considerations which among these include individual and technological issues. Nonetheless, lack of appropriate E-Learning Technologies adoption models in Higher Educational institutions is another outstanding obstacle. Thus, the question what model can best support E-Learning Technologies adoption in Ugandan HEIs remains unanswered. This question formed the aim of this research. . To attain the objectives of this study, a questionnaire was used to collect data from 380 participants from four Ugandan Higher Education Institutions. The main output of this study was an extension of the revised Technology adoption model by Lee et al to explain adoption of E-Learning Technologies in Ugandan HEIs. The factors that had a significant effect on behavioral intention of students, lecturers and Information and Communication Technology support staff to adopt E-Learning Technologies in Ugandan HEIs were Patronage, Compatibility, Trialability, Complexity, Relative Advantage , Perceived Usefulness, and Perceived Ease of Use while as Observability factor did not influence behavioral intention to adopt E-Learning Technologies in Ugandan HEIs. The model developed is generic and can therefore, be adopted for use by other economically and technologically transitioning countries with similar contexts as Uganda. This study concludes that well-designed trainings should be provided for the students, lecturers and ICT support staff to familiarize them with the fundamental knowledge on how to use the E-Learning Technologies in Ugandan HEIs as well as trial opportunities to build a better understanding in the operational functions.
... As described in [22] and [23] the modes of e-learning generally falls within two categories namely Asynchronous elearning and Synchronous e-learning. Asynchronous e-learning generally includes the use of media including e-mail and discussion boards, supports work interactions between learners and teachers even without the online presence of participants, whereas Synchronous e-learning usually includes the application of media including Videoconferencing and chat, which could support e-learners in establishing the communities of learning. ...
... To overcome this several papers are studied. [2] With the help of this paper it overcomes the consuming anomalies and the cost consuming anomalies. ...
The present research endeavors to comprehend the determinants that impact the inclination to utilize financial technology within the context of Islamic banking clientele. The study undertakes an examination of various determinants that may exert an influence on the consumer's intention. These determinants encompass financial risk, legal risk, security risk, operational risk, consumer innovativeness, perceived ease of use, and perceived usefulness. The technology acceptance model is employed as the theoretical framework for the research. The requisite data for hypothesis testing is collected through the administration of an online survey to consumers of Islamic banks who possess a high degree of adaptability and proficiency in utilizing financial technology. The study employs the methodology of structural equation modelling with partial least squares to assess the proposed relationships among a sample of 399 participants. The results indicate that the acceptance of Islamic Financial technology services is contingent upon the perceived ease of use, perceived usefulness, and consumer innovativeness. In contrast, it is observed that various other factors, namely financial risk, legal risk, security risk, and operational risk, do not hold significant sway in shaping the level of acceptance of Islamic Financial technology among users of Islamic banking services. The concept of Technology Acceptance Model (TAM) is expanded within the realm of Islamic financial technology, and it is utilized to examine the impact of a novel factor, specifically consumer innovativeness. The untested nature of consumer innovativeness makes this paper a valuable resource for policymakers, academics, and researchers in the future.
Background
The e-learning system has gained a phenomenal significance than ever before in the present COVID-19 crisis. The E-learning delivery mechanisms have evolved to enhanced levels facilitating the education delivery with greater penetration and access to mass student population worldwide. Nevertheless, there is still scope to conduct further research in order to innovate and improve higher quality delivery mechanism using the state-of-the-art information and communication technologies (ICT) available today. In the present pandemic crisis all the stakeholders in the higher education system, i.e ., the governments, institutions, and the students expect seamless and efficient content delivery via e-learning platforms. This study proposes the adoption of the e-learning system by the integration of the model proposed by Delon and Mcclean “Information System Success Model” in Jazan University, Kingdom of Saudi Arabia (KSA) and further attempts to identify the factors affecting E-learning applications' success among the students.
Methods
The data were gathered from 568 respondents. The Statistical Package for the Social Sciences version 26 (SPSS v.26.0) was used for the data analysis and one-way ANOVA is applied to test the hypothesis.
Result
The overall results of this study allude to the fact that there is a significant relationship between Information system Success Model factors and the adoption of e-learning systems. The research results indicated that the information system success model has a strong associating cost-benefit value towards the adoption of e-learning systems across the Jazan University that may be further expanded to the other Saudi universities.
The DeLone and McLean (D&M) information systems (IS) success model seeks to provide a comprehensive understanding of IS success by identifying and explaining the relationships among their most critical dimensions of success. Many studies have offered important insights into this model. Nevertheless, regarding the e-learning body of knowledge, D&M research remains to be systematically reviewed comprehensively. E-learning refers to the use of information technology to disseminate knowledge for education and training. With today’s e-learning boom necessitated for the most part by COVID-19, its adoption has become increasingly mandatory. Thus, a systematic review should help focus and accelerate future research. This study systematically reviews, compiles, analyzes, and synthesizes the D&M model studies in the e-learning context. This review adopts automatic and manual search methods to collect related studies from 2010 to 2020. After applying inclusion and exclusion criteria, 92 primary studies are identified. The findings show that most of reviewed studies were conducted in the education field. The success category was the most highly investigated area from among the selected studies. Most studies developed a hybrid/extended model. Additionally, this study also identified gaps in the literature and recommends seven potential future areas requiring further investigation, such as conducting studies to examine the net benefits at the organizational level of analysis. To that end, the findings of this systematic review study provide an impactful contribution through offering a holistic review of the current state of D&M model studies in an e-learning context, providing an essential reference for scholars in this field.
This chapter surveys the development and current state of e-learning in The Hashemite Kingdom of Jordan. The authors survey the general social, economic, historical, and demographic background of Jordan and provide a review of its educational system. Analysis and statistics on the Information and Communications Technology (ICT) infrastructure, usage of ICT in the country, and challenges and barriers to ICT implementation in education, business, and government are also provided. The chapter further explores in detail the major e-learning platforms, initiatives, and projects throughout the country. Information is additionally provided on accreditation, teacher training programs, and the regulatory framework of e-learning. Finally, the author speculates on the future development of e-learning in Jordan. A comprehensive bibliography on e-learning scholarship related to the country, including government reports and websites, appears at the end of the chapter.
E-learning platforms allow users with different skills to explore large collections of electronic documents and annotate them with notes and highlights. Generating summaries of these document collections is potentially useful for gaining insights into teaching materials. However, most existing summarizers are general-purpose. Thus, they do not consider neither annotations nor user skills during the document summarization process. This paper studies the application of a state-of-the-art summarization system, namely the Itemset-based Summarizer (ItemSum), in an e-learning context. The summarizer produces an ordered sequence of key phrases extracted from a teaching document. The aim of this work is threefold: (i) Evaluate the usefulness of the generated summaries for supporting individual and collective learning activities in a real context, (ii) understand to what extent document highlights, annotations, and user skill levels can be used to drive the summarization process, and (iii) generate multiple summaries of the same document tailored to users with different skill levels. To accomplish Task (i), a crowd-sourcing experience of evaluation of the generated summaries was conducted by involving the students of a B.S. course given by a technical university. The results show that the automatically generated summaries reect, to a large extent, the students' expectations. Hence, they can be useful for supporting learning activities in university-level Computer Science courses. To address Task (ii), three extended versions of the ItemSum summarizer, driven by highlights, annotations, and user skill levels, respectively, have been proposed and their performance improvements with respect to the baseline version have been validated on benchmark documents. Finally, to accomplish Task (iii) multiple summaries of the same benchmark documents have been generated by considering only the annotations made by the users with a different skill level. The results conrm that the summary content reects the level of expertise of the targeted users
This study modified the dimensions of the TAM and D&M IS Success Models and added additional two success dimensions (Management support and Training). An integrated model for evaluating IS success was generated; the proposed model has been validated by an empirical study based on a questionnaire. The results indicated that information quality has a strong significant influence on IS success (81.9%) followed by Behavioral intention (80.2%); Perceived usefulness (78.8%); whereas the least one is user involvement (70%). The overall results show that the proposed model can be beneficial for decision makers in organizations on evaluating the implementation of information systems.
A review and meta-analysis was performed of seventy-five articles concerned with innovation characteristics and their relationship to innovation adoption and implementation. One part of the analysis consisted of constructing a methodological profile of the existing studies, and contrasting this with a hypothetical optimal approach. A second part of the study employed meta-analytic statistical techniques to assess the generality and consistency of existing empirical findings. Three innovation characteristics (compatibility, relative advantage, and complexity) had the most consistent significant relationship to innovation adoption. Suggestions for future research in the area were made.
The focus of much e-learning activity is upon the development of courses and their resources. Successful e-learning takes place within a complex system involving the student experience of learning, teachers’ strategies, teachers’ planning and thinking, and the teaching/learning context. Staff development for e-learning focuses around the level of technological delivery strategies when other issues such as the teachers’ conception of learning has a major influence on the planning of courses, development of teaching strategies and what students learn. This article proposes a more comprehensive framework for the design, development and implementation of e-learning systems in higher education.
Ten years ago, we presented the DeLone and McLean Information Sys- tems (IS) Success Model as a framework and model for measuring the complex- dependent variable in IS research. In this paper, we discuss many of the important IS success research contributions of the last decade, focusing especially on research efforts that apply, validate, challenge, and propose enhancements to our original model. Based on our evaluation of those contributions, we propose minor refinements to the model and propose an updated DeLone and McLean IS Success Model. We discuss the utility of the updated model for measuring e-commerce system success. Finally, we make a series of recommendations regarding current and future measurement of IS success.
In 1992, DeLone and McLean suggested that the dependent variable for information systems (IS) research is IS Success. Their research resulted in the widely cited DeLone and McLean (D&M) IS Success Model, in which System Quality, Information Quality, Use, User Satisfaction, Individual Impact, and Organizational Impact are distinct, but related dimensions of IS success. Since the original IS Success Model was published, research has developed a better understanding of IS success. Meanwhile, comprehensive and integrative research on the variables that influence IS success has been lacking. Therefore, we examine the literature on the independent variables that affect IS success. After examining over 600 articles, we focused our attention on integrating the findings of over 140 studies. In this research, we identify 43 specific variables posited to influence the different dimensions of IS success, and we organize these success factors into five categories based on the Leavitt Diamond of Organizational Change: task characteristics, user characteristics, social characteristics, project characteristics, and organizational characteristics. Next, we identify 15 success factors that have consistently been found to influence IS success: Enjoyment, Trust, User Expectations, Extrinsic Motivation, IT Infrastructure, Task Compatibility, Task Difficulty, Attitudes Toward Technology, Organizational Role, User Involvement, Relationship with Developers, Domain Expert Knowledge, Management Support, Management Processes, and Organizational Competence. Finally, we highlight gaps in our knowledge of success factors and propose a road map for future research.
This paper attempts to explain the various concepts related to self-directed learning and also the various theories and models regarding adult participation and also non-participation in self-directed learning programs. Because of the extensive amount of previous literature and research findings dealing with self-directed learning, it is necessary to synthesize the relevant literature so that it can be useful as a basis for this and also for further research in this field. Conceptualization of self-directed learning will be reviewed in the wider and broader perspective. Also reviewed will be the development of self-directed learning, the definitions and characteristics of self-directed learning. Different conceptualization and factors contributing to adult participation in self-directed learning will be touched. In order to design an instrument and to develop a conceptual model, which adequately reflects those factors that have been reasonably determined to be relevant, it is felt that there was a need to identify those variables or factors, reported in earlier studies, which have been found to be significantly associated with adult participation in self-directed learning.
This book covers the essentials of business research for managers. It includes coverage of the increasing role of knowledge management as well as how to conduct information-gathering activities more effectively in a rapidly changing business environment. Because managers increasingly must make decisions based on almost unlimited information in data warehouses, this text provides substantially more coverage of data analysis than other texts. The authors recognize that most managers will not be data analysts. The straightforward, hands-on approach will make the book particularly successful in teaching advanced undergraduates and MBA students, both traditional and executive.
One of the most significant changes in the field of education in this information age is the paradigm shift from teacher-centered to learner-centered education. Along with this paradigm shift, understanding of students’ e-learning adoption behavior among various countries is urgently needed. South Korea’s dense student population and high educational standards made investment in e-learning very cost-effective. However, despite the fact that South Korea is one of the fastest growing countries in e-learning, not much of the research results have been known to the globalized world. By investigating critical factors on e-learning adoption in South Korea, our study attempts to fill a gap in the individual country-level e-learning research.Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Results of regression analyses are presented. Managerial implications of the findings and future research directions are also discussed.
The media discussion on `information superhighway', `Internet' and `national information infrastructure (NII)' has highlighted the potential of information technology in modern society. The changes in information and communication technologies provide both opportunities and threats to small businesses located in rural communities. The objective of this study is to identify the state of use of various communications technologies and the factors that influence the adoption of these technologies in small businesses located in rural communities in the US. A research model is postulated that contains 10 independent variables under three broad categories — innovation, organizational and environmental characteristics. The dependent variable, adoption of information and communication technologies, is measured as the degree of adoption of four modern communication technologies by the organization. Data from 78 organizations were collected using a structured interview process. The results of data analysis using discriminant analysis indicate that relative advantage, top management support, organizational size, external pressure and competitive pressure are important determinants of adoption.
Introduction to research -- Scientific investigation -- The research process: steps 1 to 3: the broad problem area, preliminary data gathering, problem definition -- The research process: steps 4 and 5: theoretical framework hypothesis development -- The research process: step 6: elements of research design -- Experimental designs -- Measurement of variables: operational definition and scales -- Measurement: scaling, reliability, validity -- Data collection methods -- Sampling -- Data analysis and interpretation -- The research report -- Managerial decision making and research
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