Individual and Social Factors Affecting Student's Usage Intention in Using Learning Management System

Kanthawongs, Penjira; Kanthawongs, Penjuree

doi:10.1016/j.sbspro.2013.08.484

Cited by 11 publications

(4 citation statements)

References 21 publications

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“…Fidalgo (2012) maintained that the online real-time chat is a collaborative learning tool, which is supported in this study. The finding on the chat tool did not support the view of Kanthawongs and Kanthawongs (2013), who argued the online chat was one of the web components of a blended model. The argument presented by educators was that there was no real need for this tool as they had face to face contact with their students in scheduled classes.…”

Section: Theme 1: Communicationmentioning

confidence: 59%

Educator Perceptions of Virtual Learning System Quality Characteristics

Padayachee

2017

SACJ

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In higher education institutions, digital learning environments, referred to as virtual learning systems in this article, have been adopted and are becoming increasingly popular among academics. A virtual learning system (VLS) has a suite of tools with associated functions and non-functional system characteristics. Higher education institutions (HEIs) implement a VLS with the intent to assimilate e-Learning with face-to-face instruction and thereby derive associated benefits from its usage. Currently there is limited information on educators’ perceptions on the usefulness of VLS tool functionality, and the importance assigned to non-functional characteristics. This article adapted the generic framework of the ISO 9126 external software quality model to ascertain the perceptions of educators with regards to VLS functionality and non-functional quality characteristics. A case study research strategy was adopted, using two South African higher education institutions. The main contribution of this article is a proposed model representing VLS quality in use characteristics, measured by the constructs of perceived usefulness and perceived importance. In addition to the theoretical contribution, this article makes a practical contribution by providing educators’ recommendations on the improvement of VLS quality characteristics. This article has potentially useful implications for the use of a VLS by educators and future VLS design iterations.

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Section: Theme 1: Communicationmentioning

confidence: 59%

Educator Perceptions of Virtual Learning System Quality Characteristics

Padayachee

2017

SACJ

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“…Of the students impacted by this storm, almost 75% of them perceived a negative impact on their academic performance and over a third of them withdrew from classes (Ladd et al, 2007). In 2011, Thailand experienced monsoon flooding that lasted for months and resulted in two major universities delaying the start of the semester by 3 months and caused students to have to adjust their educational plans due to damaged infrastructure and limited educational resources (Kanthawongs, 2013). Students impacted by these prolonged floods had a significant decline in their overall test scores (Thamtanajit, 2020).…”

Section: Academic Impact Of Natural Disastersmentioning

confidence: 99%

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

2023

JHETP

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Disruptions in the delivery of academic content in higher education had been minimal as recently as 2020. Learning obstacles have not only become more frequent but also exhibit increased duration due to climate related natural disasters, and most recently, global health pandemics. The primary investigators explore the negative impacts these events have had on students' academic success, and the best practices implemented by colleges and universities to help students overcome these issues, and persist in attaining personal and academic goals. Analysis will examine institutional-based efforts for academic student support, guidance, and motivation together with the students' resiliency efforts. Analysis will also describe the effects on the online delivery of academic content. Findings demonstrate that one of the best ways institutions can encourage academic success is through self-resiliency, and that proactive steps mitigate stressful events.

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“…The colleagues were also more inclined to encourage technological adoptions. On another note, Kanthawongs and Kanthawongs (2013) reported that only subjective norms and perceived usefulness were positively connected to learning management system (LMS) usage intention through multiple regression statistics. Predictably, students preferred to employ the LMS system if educators, friends, relatives, and family members facilitated system utilisation and efficiency for higher homework outcomes, learning success, and productivity in work processes.…”

Section: Subjective Normsmentioning

confidence: 99%

Factors Determining Blended Learning Receptiveness Among Malaysian Academicians

Ayub¹,

Miskam²,

Azman³

2021

LBIBF

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This study aimed to reveal the level of blended learning receptiveness among Malaysian academicians strictly during the Covid-19 pandemic, and applied the Theory of Planned Behaviour (TPB) in examining the factors determining blended learning receptiveness among Malaysian academicians. Malaysian higher learning institutions practised blended learning following learning method efficiencies and the significance of the Malaysia Education Blueprint 2025. Five independent variables (attitudes, subjective norms, and perceived behavioural control, organisational assistance, and literacy) were investigated in the study context. Specifically, 250 questionnaires were distributed to respondents during the working hours of chosen private universities. Smart Partial least squares (PLS) analysis tool is employed to examine the model fits and hypothesis testing. Findings show that all variables have a positive and significant relationship with the receptiveness of blended learning among academicians. Thus, this study shows that blended learning receptiveness is high, especially during pandemic and lockdown situations. This study proved essential for Malaysian academicians, specifically regarding blended learning utilisation and implementation. As blended learning was predictably time-consuming and deterred the implementation process, this study strived to promote blended learning among Malaysian educators. The Covid-19 pandemic resulted in the complete utilisation of blended learning using digital platforms. Most academicians could not conduct face-to-face classes due to the restrictions on physical contact. Hence, this study proved essential for educators in wholly implementing blended learning amid the outbreak.

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Individual and Social Factors Affecting Student's Usage Intention in Using Learning Management System

Cited by 11 publications

References 21 publications

Educator Perceptions of Virtual Learning System Quality Characteristics

Educator Perceptions of Virtual Learning System Quality Characteristics

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

Factors Determining Blended Learning Receptiveness Among Malaysian Academicians

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