No abstract

Technology adoption models specify a pathway of technology acceptance from external variables to beliefs, intentions, adoption and actual usage. Mobile phone adoption has been studied from a variety of perspectives, including sociology, computer-supported cooperative work and human-computer interaction. What is lacking is a model integrating all these factors influencing mobile phone adoption. This paper investigates technology adoption models as a strategy to match mobile phone design to user's technological needs and expectations. Based on the literature study we integrate three existing technology adoption models and then evaluate the proposed model with interviews and a survey. The contribution of this paper is a model for representing the factors that influence mobile phone adoption.

No abstract

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the ThreeStage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

No abstract