Development of Higher Education E-Learning Using E-Learning Maturity Model (eMM)

Herdianto, Roni

doi:10.31227/osf.io/5t4gm

Cited by 2 publications

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“…Effort expectations are business expectations issued by MSME actors to operate the system or the level of comfort felt by individuals related to the use of accounting information systems (Miswaty et al, 2022). This statement is supported by research (Herdianto et al, 2018). The hedonic motivation that a person has when using financial technology will be able to provide pleasure and satisfaction when that person uses technology.…”

Section: Softwarementioning

confidence: 86%

The Failure of Accounting Knowledge to Moderate Interest in Using Accounting Software for MSMEs with the UTAUT2 Model

Putra¹,

Gilda²

2023

Saudi J Econ Fin

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The purpose of this study is to analyze the UTAUT2 model of interest in using accounting software in MSMEs by using accounting knowledge as a moderating variable. The data collection technique uses simple random sampling through Google Forms in the form of a questionnaire. This study has a total sample of 164 respondents with the criteria of MSME owners. The data processing method in this study is to use smartPLS with the aim of testing the hypothesis. The results of this study indicate that performance expectations, hedonic motivation, and social influence have a positive and significant effect on the intention to use accounting software while accounting knowledge cannot moderately and negatively influence the UTAUT 2 model on interest in using accounting software. The results of this study recommend that to increase interest in using accounting software for MSMEs, it is necessary to socialize the meaning of accounting and procedures for using accounting software for MSMEs in order to improve the management of financial reports.

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Section: Softwarementioning

confidence: 86%

The Failure of Accounting Knowledge to Moderate Interest in Using Accounting Software for MSMEs with the UTAUT2 Model

Putra¹,

Gilda²

2023

Saudi J Econ Fin

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“…The aims are multifold in as much as the institution wishes to tap in a different market base, diversify its sources of revenue and increase its visibility by internationalizing its curriculum to ultimately contribute in improving its overall ranking in Africa in a first instance. Such an BPMJ 26,6 ambition cannot be achieved if the institution has not reached a maturity level that can be validated against international guidelines, practices and benchmarks (Herdianto, 2018). The main objective of this research was, therefore, to conduct a capability assessment of the e-learning initiative of the UoM using the eMM and to benchmark the institution's achievement with other institutions having undergone similar evaluations.…”

Section: Introductionmentioning

confidence: 99%

Enabling continuous improvement in online teaching and learning through e-learning capability and maturity assessment

Santally

Rajabalee

Sungkur

et al. 2020

BPMJ

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PurposeThe University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.Design/methodology/approachThe EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.FindingsWe found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).Originality/valueThe work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

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Development of Higher Education E-Learning Using E-Learning Maturity Model (eMM)

Cited by 2 publications

References 0 publications

The Failure of Accounting Knowledge to Moderate Interest in Using Accounting Software for MSMEs with the UTAUT2 Model

The Failure of Accounting Knowledge to Moderate Interest in Using Accounting Software for MSMEs with the UTAUT2 Model

Enabling continuous improvement in online teaching and learning through e-learning capability and maturity assessment

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