October 2012 Volume 15 Number 4 - Educational Technology ...

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Methodology Participants and data collection Before conducting the major survey, a pre-test and a pilot test were performed to validate the instrument. Four respondents who were experts in the field of e-learning and e-Portfolios were selected to participate in the pre-test. Two respondents were e-portfolio development project managers from SUNNET and FormosaSoft, which have not only deployed e-learning systems at hundreds of universities and colleges, but are also pioneers in the development of e-Portfolio systems in Taiwan. The other two respondents were university instructors who have taught e-learning related courses and used e-Portfolio systems with their students for over five years. Thus, we have two experts from a development background, and two from an academic background. The selected experts were asked to comment on items that corresponded to the various constructs, including the wording of items, questionnaire format, and instrument length. To reduce potential ambiguity in the questions, a pilot test was conducted including 20 respondents, self-selected from graduate students in an e-learning community. A total of 500 questionnaires were conducted within a university in central Taiwan; 435 were collected for a return rate of 84.7%. Nineteen questionnaires were excluded for incomplete answers, leaving 416 valid samples, for a valid response rate of 83.2%. The valid responses including 310 from males and 106 from females, 331 from undergraduate students and 85 from graduate students, 253 engineering majors, 113 business majors, and 50 science majors. Measures This research proposes an initial model illustrating the relationships among these factors in Figure 3. A questionnaire was designed consisting of sixty 5-point Likert-scale items grouped into five scales addressing these ten factors. The questionnaire began with an opening statement about the purpose of this research and a paragraph that explained the meaning of an e-Portfolio system. After reading these introductions, the participants provided demographic information and responded to questions reflecting the following ten scales. User motivation was measured by 8 items adopted mainly from the scale proposed in Pintrich et al.’s (1989) MSLQ. The scale in this questionnaire has demonstrated good psychometric properties which can be used to investigate motivating strategies for learning attributes, thus tying into the purpose of this study. Previously, Davis et al. (1992) and Bhattacherjee (2000) had respectively examined human motivations underlying individual acceptance of e-mail and e-commerce services. Therefore, we adopted their scales and chose some items associated with user motivation as the measurement criteria. Computer self-efficacy was measured by 7 items taken from Murphy et al. (1989) and Compeau et al. (2006). Murphy et al.’s (1989) CSES scale provided useful evidence that the perceptions students have of their potential to learn to effectively use computers effectively in the future significantly improved as a result of their training experience, which also satisfies the purpose of this study. Compeau et al. (2006) defined computer self-efficacy as "an individual's perception of his or her ability to use a computer in the accomplishment of a job task." We adopted the scales from these studies, and chose some items associated with computer self-efficacy the as the means of measurement. Perceived ease of use, perceived usefulness, and attitude were respectively measured by 5, 9, and 5 items adapted from the scales of Davis et al. (1989), Taylor & Todd (1995), and Teo et al. (2008). A brief literature review shows the scales of Taylor & Todd (1995), and Teo et al. (2008) attempt to measure the significant influences of the learner attitudes from the perspectives of perceived ease of use and perceived usefulness. We thus adopted their scales and chose some items associated with these three variables as the means of measurement. System quality, information quality, and service quality were respectively measured by 4, 4, and 5 items mainly from DeLone & McLean's (2003) scale. Specifically, Jennex and Olfman (2006) and Masoner et al. (2010) also claimed that information quality and system quality are criterion variables in the assessment of information systems. Therefore, we adopted their scales and chose some items associated with these two variables as the means of measurement. Parasuraman et al. (1988) proposed the SERVQUAL scale to assess customer perceptions of service quality in service and retail businesses. Pitt et al. (1995) were among the first to adapt SERVQUAL to measure 119
service quality of IS functions. We thus adopted their scales and chose some items associated with service quality as the means of measurement. User satisfaction and intention to use were respectively measured by 4 and 9 items, mainly from DeLone & McLean's (2003) scales. We adapted items from their scale because, according to ISSM theory, user satisfaction is the critical factor affecting user adoption of information systems. Davis et al. (1989), DeLone & McLean (2003), and Teo et al. (2008) also claimed that evaluating intent to use was the final goal for practitioners in terms of understanding the strategies that underlie user adoption of any information system. Therefore, we adopted their scales and chose some items associated with intention to use as the means of measurement. Assessing reliability and validity Instrument reliability According to Wortzel (1979), a Cronbach's α coefficient between 0.7 and 0.98 indicates enhanced reliability. Following reliability analysis, Cronbach's α coefficient of intention to use (IU) reaches a high of 0.952. All dimensions are over 0.800 and, overall, Cronbach's α is 0.979, meaning that the questionnaire dimensions have a high degree of homogenous consistence and reliability to distinctively reflect the study’s structural dimensions. Table 1 shows the detailed reliability coefficients. Table 1. Reliability analysis results of post-test questionnaire Variable Cronbach's α value Cronbach's α based on standardized items User motivation (UM) .871 .870 Computer self-efficacy (CSE) .871 .871 Perceived ease of use (PEOU) .911 .911 Perceived usefulness(PU) .948 .948 System quality(SQ) .875 .876 Information quality (IQ) .895 .895 Service quality (SVQ) .899 .899 User satisfaction (US) .912 .912 Attitude (AT) .910 .911 Intention to sse (IU) .952 .952 Total .979 .979 Discriminant and convergent validity Convergent validity tests whether the correlations between measures of the same factor are different from zero and large enough to warrant further investigation of discriminant validity. Given the empirical results shown in Table 2, attitude (AT) and intention to use (IU) achieve a significant correlation (r=.872, p
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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Page 95 and 96: Being a Digital Native, however, is
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Page 113 and 114: the location of computers: In eleme
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Page 133 and 134: them search for resources, they wer
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Page 143 and 144: Moreover, teacher pedagogical belie
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Page 147 and 148: Data analysis After collecting data
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Page 153 and 154: Kajder, S. B. (2005). Preservice En
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Page 157 and 158: organized in a didactic way that co
Page 159 and 160: Front-end subsystem A front-end sub
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Page 163 and 164: Procedure Figure 7. The participant
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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presentation as a conclusion. Simil
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Interaction effect between cognitiv
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References Abouserie, R., & Moss, D
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Oloruntegbe, K. O., Ikpe, A., & Kuk
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Young, M.-L. (2012). An Exploratory
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use is simply an expedited form of
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In order to elicit narratives about
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Findings The study shows that deliv
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With the changes in the teaching en
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Bostrom, R. & Heinen, J. S. (1977a)
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Lindgren, R., & McDaniel, R. (2012)
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AEM Course Features. A subset of po
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Figure 4 shows the average pre and
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Ford, M. (1992). Motivating humans:
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Liang, T.-H., Huang, Y.-M., & Tsai,
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TSL1: Teacher as a coach TSL2: Teac
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instructional event (the upper part
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Table 3. The results of the chi-squ
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simultaneously complied with ISL an
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Finally, several pedagogical implic
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Hung, C.-M., Hwang, G.-J., & Huang,
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theory of Piaget (1950) and the soc
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Learning activities The unit of “
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subgroup in the control group neede
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When asked about the differences be
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Delialioglu, O., Cakir, H., Bichelm
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Anderson, T., & McGreal, R. (2012).
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This belief in the correlation of r
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and sometimes to compel, faculty to
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Part time versus full time faculty
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The open universities have a partic
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