پديد آورندگان :
خوارزمي، اكرم نويسنده كارشناس ارشد روان‌شناسي‌تربيتي دانشگاه فردوسي مشهد , , كارشكي، حسين نويسنده استاديار روانشناسي تربيتي دانشگاه فردوسي مشهد , , عبدخدايي، محمدسعيد نويسنده استاديار گروه روانشناسي و علوم تربيتي دانشگاه فردسي مشهد Abdkhodaee, Mohammad Saeed
چكيده لاتين :
Introduction
The increasing accessibility of e-learning environments within the educational world is an inevitable phenomenon in the digital age. This is a time for educators to re-evaluate the current pedagogies, and for scholars and researchers to think about instructional designs in terms of the current e-learning and e-teaching environments. The E-learning concept has been around for decades and is one of the most significant recent developments in the Information Systems (IS) industry (Wang, 2003). Sun et al, (2008) define e-learning as ‘‘...the use of telecommunication technology to deliver information for education and training”. There are a variety of technologies utilized in e-learning, i.e., internet, intranets, videos, interactive TV and CD-ROM. In addition, there are several approaches to e-learning including online learning or web-based instruction, computer-assisted instruction and virtual classrooms (Kala et al, 2010; Sorebo et al, 2009; Phobun & Vicheanpanya, 2010).
Many universities nowadays, such as those in Iran, are starting to provide web-based courses that complement classroom-based courses. Online courses provide learners with a variety of benefits such as convenience, flexibility, and opportunities to work collaboratively and closely with teachers and other students from different schools or even across the world.
Despite the widespread recognition of the value of electronic learning (e-learning) over the past decade, many users discontinue e-learning after initial acceptance of its usage (Lee, 2010).
As the long-term success of information systems (IS) depends on continued usage rather than mere acceptance, understanding the factors that affect users’ intention to continue using e-learning system can not only help system developers, but also teachers and vendors design the best strategies to increase its usage. Previous research has suggested a variety of factors affecting user continuance toward the web-based learning system. This study developed an integrated model with relation among dimensions: Drawing on Deci and Ryan’s Self Determination Theory, information quality and usability were studied for their effect on e-learning continuum by the mediatory role of intrinsic motivation. Based on this model, the following questions were put forward:
Q1: Are self-determination needs (autonomy, competence and relatedness) positively related to intrinsic motivation?
Q2: Are information quality and perceived usability positively related to the userʹs satisfaction?
Q3: Is intrinsic motivation positively related to the userʹs satisfaction?
Q4: Is intrinsic motivation positively related to the userʹs continuance?
Q5: Is satisfaction positively related to the userʹs continuance?
Method
The population of this study included undergraduate students of Hadith Sciences University in Mashhad. A total of 350 questionnaires were distributed to individuals who had at least taken one course offered by the e-learning service. Only 218 questionnaires were returned.
The measures used in this study were mainly adapted from relevant prior studies but some modifications were made to the wording to make it suit the context of this research. All the items were measured using a seven-point Likert-type scale with anchors from ‘‘strongly disagree’’ to ‘‘strongly agree’’. Validity of the whole scale was verified by confirmatory factor analysis (CFA).
Scales of perceived usability (?=0.90) and userʹs satisfaction (?=0.90) were utilized through the items derived from Chiu et al. (2005). Items for userʹs continuance (?= 0.95) and information quality (?= 0.96) were taken from Roca et al. (2006). Items for autonomy (?= 0.85), competence (?= 0.80) and relatedness (?= 0.89) and intrinsic motivation (?= 0.95) were adapted from Sorebo et al. (2009). The reliability of the measurement instruments was estimated through Cronbachʹs Alpha. The alpha values were 0.68 (user continuance), 0.63 (autonomy), 0.81 (competence), 0.59 (relatedness), 0.68 (intrinsic motivation), 0.83 (information quality), 0.59 (perceived usability) and 0.90 (satisfaction).
Results
Drawing on SDT, information quality and perceived usability, we proposed a model for online learning continuance. A partial correlation matrix (Table 1) was ?rstly generated to partial out possible confounding of demographic variables. Table 1 shows items, means, standard deviations and correlation coefficients for the eight constructs in the extended IS-continuance model.
Table 1: Mean, Standard Deviation, and correlation coefficients for research variables
M SD Correlation
variables 1 2 3 4 5 6 7 8
1-autonomy 34.07 7.66 1
2-competence 31.79 7.56 0.55 1
3-relatedness 40.40 7.55 0.29 0.32 1
4-intrinsic motivation 42.80 9.43 0.35 0.46 0.42 1
5-Information quality 45.70 9.48 0.42 0.48 0.49 0.44 1
6-Perceived usability 30.76 7.70 0.31 0.43 0.43 0.44 0.53 1
7-Satisfaction 36.34 9.34 0.31 0.38 0.51 0.50 0.62 0.65 1
8-userʹs continuance 31.09 8.17 0.23 0.34 0.50 0.51 0.50 0.61 0.77 1
Note.- All coefficients are significant at p < .01
The ?t indices include: Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI), Root Mean Square Error of Approximation (RMSEA) and Root Mean Square Residual (RMR).
Fig. 1 summarizes the structural model results and illustrates standardized path coefficients and ?t indices. The ?t indices suggested a good ?tting data (RMSEA=0.085, RMR=0.054, df=9, ?2=22.76, GFI=0.97, AGFI=0.90, ?2 /df=2.52). Regarding the structural paths, satisfaction positively predicted user continuance (? = 0.60), perceived usability positively predicted satisfaction (?=0.49) and information quality positively predicted satisfaction (?=0.33). Autonomy and intrinsic motivation did not yield a signi?cant effect.
Fig.1: SEM analysis of the research model
Discussion
The purpose of this study was to test self-determination theory, information quality and usability in an online learning environment. The study indicated that self-determination needs, intrinsic motivation, information quality, perceived usability and satisfaction are determinants of userʹs continuance among the students in higher education. Overall, the results provided strong support for the hypotheses. The findings are consistent with prior studies such as (Sorebo et al., 2009; Chiu et al., 2005; Roca et al, 2006; Roca & Gagne, 2008). The results suggest that the research model provided good explanatory power of userʹs continuance. It is implied that these factors play important roles in shaping userʹs continuance, and thus IS researchers should consider post-usage factors when exploring userʹs continuance with the specific technology.
In conclusion, continuance in the e-learning systems is very important for developers and administrators of these systems. Implications from these findings to e-learning system developers and implementers are further elaborated in higher education.
Keywords: Continuing interest, e-learning, self-determination needs, information quality, usability.
