Purpose
– There is a growing demand worldwide for the adoption of Learning management systems (LMS) by academic institutions to support e-Learning platform. Yet limited research has been conducted to investigate the factors affecting its usage, particularly by university instructors. To fill this research void, the expectation-confirmation model (ECM) was used as the core framework for analysis, while additional critical independent factors related to organizational, technological and individual characteristics were added to find a better model to understand university instructors’ continuance intention to use Blackboard system as a popular LMS.
Design/methodology/approach
– Sample data were gathered from 158 university instructors at a university in the United Arab Emirates (UAE) who volunteered to participate in this study. Structural equation modeling technique was used to verify the causal relationships between the constructs.
Findings
– Perceived usefulness (PU) affected satisfaction of Blackboard system. Both PU and satisfaction affected instructors’ continuance intentions to use Blackboard system. User-interface design affected both PU and satisfaction. Technical support influenced perceived usefulness. Training influenced perceived usefulness, but it had no influence on satisfaction. Computer self-efficacy had no influence on perceived usefulness.
Originality/value
– Based on the ECM, this study contributes significantly to the limited body of research on capturing the influence of organizational, technological and individual motivators to explain university instructors’ continuance intention to use LMS.
Purpose -The main purpose of this paper is to highlight the significance of TAM factors in the light of some external factors on students' e-retention and the mediating role of e-satisfaction within United Arab Emirates (UAE) e-learning context. Design/methodology/approach -The relative importance of TAM factors was examined, as well as enjoyment and blackboard design on students' e-satisfaction and e-retention. The survey was designed and administrated using face-to-face method. Data were collected from a convenient sample of students who use blackboard system. AMOS 6 was used to test for the hypothesized relationships. Findings -Perceived usefulness has a direct and positive relationship with students' e-satisfaction and e-retention while perceived ease of use has only a direct relationship with students' e-retention. Design features and enjoyment have only a significant relationship with students' e-satisfaction without any direct relationship with students' e-retention. Finally, students' e-satisfaction has a direct relationship with students' e-retention. Research limitations/implications -This research has only surveyed students from one university in UAE. Further testing of the proposed conceptual model across different industries and countries is needed to determine the generalisability and consistency of this study's findings. Practical implications -The proposed model of students' e-retention prediction has the potential to help UAE university managers to understand some of the factors influencing students' behaviours and attitudes toward e-learning systems. This will lead to improving the education quality within the context of UAE. Originality/value -This paper is a significant trial in how TAM factors and other external factors might influence students' e-satisfaction and e-retention within UAE e-learning context.
This study uses a longitudinal research design with multiple data collection methods on a systems development project. Five theoretical perspectives about power have been used to evaluate the case: zero sum, processual, organizational, structurally constrained, and social shaping/social construction. Our working assumption is that power is multidimensional and therefore that any attempt to understand systems development must simultaneously use several complementary perspectives. Studies of information systems development have in the past often been based on a view of power as zero sum (with winners and losers from systems development) and of power as based on information. We will attempt to show that expansion from this narrow definition of power has much to offer information systems research. The paper will attempt to identify what unique and essential insights about the relationship between power and systems development are surfaced by each perspective.
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