Why do teachers continue to use teaching blogs? The roles of perceived voluntariness and habit

Chen, Chin-Pin; Lai, Hui-Min; Ho, Chien-Yen

doi:10.1016/j.compedu.2014.11.017

Cited by 72 publications

(76 citation statements)

References 56 publications

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“…With respect to weblogs, Tang et al (2014) found that confirmation has a strong influence on the perceived usefulness of blog use for learning. Chen et al (2015) also revealed that perceived usefulness of teaching blogs was positively impacted by confirmation of the expected benefits derived from using such tools. Therefore, for students using weblogs to learn in a MIS course, the following hypothesis is proposed:…”

Section: Research Model and Hypothesesmentioning

confidence: 93%

“…The roles of intrinsic motivation and person-technology fit are ignored in ECM (Hung, Chang, & Hwang, 2011). This shortcoming explains why researchers who used ECM to study the continued usage intention of IS, ICT-enabled learning technologies, and weblogs often augment the model with relevant motivational variables, including perceived self-efficacy, habit, perceived performance, perceived fit, and so forth (Wu, Tsai, Chen, & Wu, 2006;Limayem & Cheung, 2008;Sørebø, Halvari, Gulli, & Kristiansen, 2009;Lee, 2010;Lin, 2012;Lin, & Wang, CH., 2012;Tang, Tang, & Chiang, 2014;Chen et al, 2015;Liao et al, 2015).…”

Section: Background Information and Theoretical Foundationsmentioning

confidence: 99%

“…Intrinsic motivation refers to motivation that comes from inside an individual rather than from external or outside factors (Brown, 2007). Previous studies showed that ECM and the two intrinsic factors are relevant in explaining students' acceptance of ICT-supported learning environments, including where weblogs are in use (Cho, Cheng, & Lai, 2009;Cheng, Wang, Yang, Kinshuk, & Peng, 2011;Lin, 2012;Chen et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In higher education contexts, Luik and Taimalu (2016) noted debate among researchers as to whether blog use for learning "should be voluntary or compulsory, and whether learners are more motivated when the tasks on the blog are assessed or not. " Chen, Lai, and Ho's (2015) study was designed to uncover "why some teachers have stopped using teaching blogs over time, while others continue to do so (p. 237)".…”

Section: Introductionmentioning

confidence: 99%

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Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Ifinedo

2018

Int J Educ Technol High Educ

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Weblogs (or blogs) are increasingly being used in higher educational contexts. Not much is known about the factors that influence students' continued usage intention of weblogs. This study uses the expectation-confirmation model (ECM) as its background theoretical framework, and explores the roles of antecedent factors of perceived fit and perceived individual learning support in the research model. A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject matter were formulated and tested. The partial least squares (PLS) technique was used for data analysis. The results strongly support the proposed hypotheses, indicating that perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students' continued usage intentions of Weblogs. The findings of this study have practical and theoretical implications, which are succinctly discussed, and suggestions for future research outlined.

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Section: Research Model and Hypothesesmentioning

confidence: 93%

Section: Background Information and Theoretical Foundationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Ifinedo

2018

Int J Educ Technol High Educ

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“…A problem instructors should be aware of, is that all students do not come with the same background knowledge and skills regarding the use of modern interfaces. If necessary, a separate hands-on course should be offered in this area [20].…”

Section: Instructor Viewsmentioning

confidence: 99%

Practical Teaching and Learning Evaluation of Computational Fluid Dynamics Based on Traditional Chemical Engineering Curriculum

Chen

2015

ILSHS

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Practical teaching and learning evaluation of computational fluid dynamics (CFD) have been incorporated into a chemical engineering curriculum at the intermediate undergraduate level. CFD has now become a component of professional life in engineering practice and to prepare students properly, they must get exposure to all aspects of their chosen profession. Issues of concern arise when mathematical modelling is being introduced into a curriculum. For example, at the practical level, it must be considered whether or not an appropriate platform has been developed to allow the students to use the software efficiently and importantly without frustration. Also it is important that students have been taught sufficient skills for the student to continue with simulations in a systematic and methodical manner. The incorporation of the CFD package into a traditional chemical engineering curriculum is described here, and evaluation results based on pre-post knowledge and skill experiments, and student survey results document successful learning outcomes and effectiveness of the approach.

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An Integrated Model of Continuous Intention to Use of Google Classroom

Al-Maroof

Salloum

2020

Studies in Systems, Decision and Control

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Why do teachers continue to use teaching blogs? The roles of perceived voluntariness and habit

Cited by 72 publications

References 56 publications

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Practical Teaching and Learning Evaluation of Computational Fluid Dynamics Based on Traditional Chemical Engineering Curriculum

An Integrated Model of Continuous Intention to Use of Google Classroom

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