acknowledge the benefits that they have gained from the courses especially in terms of acquiring new knowledge and skills that will eventually improve their performance and productivity. This study is not without limitations. Firstly, the sample is limited to the respondents working in MNCs in the Northern Region of Malaysia, with the focus of manufacturing companies in Penang. Therefore, the validity of the findings cannot be generalized to organizations across different industries in the whole of Malaysia. Secondly, this study only draws on data collected on cross-sectional basis. This limits the inferences with regards to causality between variables. Future research can also consider conducting a longitudinal study as it will provide a more meaningful and robust result. Conclusion In summary, this study sheds light into the important factors to be considered by organizations which have already adopted the e-training system or those considering embarking on this trend. In most cases, the focus of the e-training system is on the contents of the training as well as the information to be included; however, the ease of use of the system is often taken for granted. Given the findings that indicate the importance of ease of use, organizations should consider ways to simplify the navigation steps, provide clear instructions, and make the e-training system interface more attractive, interactive and easy to understand. The significance of both management support and organizational support in predicting user satisfaction draws attention to the importance of support from organization and that managers should take a more active role in ensuring the success of the e-training system. This study offers valuable insights to the top management and IT managers pertaining to factors impacting e-training effectiveness. While organizations are well aware of the benefits that e-training brings, namely cost effectiveness, flexibility, convenience, consistency of contents across organizations; many do not recognize the critical factors that influence the success of the implementation. Potential e-learning benefits gained by the employees will help to ensure that organization achieves their return of investments. References Ahn, T., Ryu, S., & Han, I. (2004). The impact of the online and offline features on the user acceptance of internet shopping malls. Electronic Commerce: Research and Applications, 3(4), 405-420. Ali, A. (2004). Issues & Challenges in Implementing E-learning in Malaysia. Retrieved January 18, 2008, from http://asiapacificodl.oum.edu.my/C33/F80.pdf Alliger, G. M., Tannenbaum, S. I., Bennett, W., Jr., Traver, H. A., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50(2), 341–358. Almutairi, H., & Subramanian, G. H. (2005). An empirical application of the Delone and Mclean model in the Kuwaiti private sector. The Journal of Computer Information Systems, 45(3), 113-122. Anderson, E. W., & Sullivan, M. W. (1993). The Antecedents and Consequences of Customer Satisfaction for Firms. Marketing Science, 12(2), 125-143. Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. Bailey, J. E., & Pearson, S. W. (1983). Development of a tool for measuring and analyzing computer user satisfaction. Management Science, 29(5), 530-545. Baldwin, T. T., Magjuka, R. J., & Loher, B. T. (1991). The perils of participation: Effects of choice of training on trainee motivation and learning. Personnel Psych., 44(1), 51–65. Bardach, K. C. (1997). Patterns and trends in executive education. Selections, 14(1), 18-25. Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation confirmation model. MIS Quarterly, 25(3), 351-370. Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American <strong>Society</strong> Information Science and <strong>Technology</strong>, 57(3), 299–305. 135
Brown, M., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.). Testing Structural Equation Models (pp. 136-162). Newbury Park, CA: Sage. Carswell, A. D., Venkatesh, V. (2002). Learner outcomes in a distance education environment. International Journal of Human- Computer Studies 56(5), 475–494. Chau, P. Y. K. (2001). Influence of computer attitude and self-efficacy on IT usage behavior. Journal of End User Computing, 13(1), 26-33. Chau, P. Y. K., & Hu, P. J. H. (2001). Information technology acceptance by individual professionals: A model comparison approach, Decision Sciences, 32(4), 699-719. Chin, W. W., Gopal, A., & Salisbury, W. D. (1997). Advancing the theory of adaptive structuration: The development of a scale to measure faithfulness of appropriation. Information Systems Research, 8(4), 342–367. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189–211. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003. DeLone, W. H., & McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1), 60-95. DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten year update. Journal of Management Information Systems, 19(4), 9–30. Dutton, J., Dutton, M., & Perry, J. (2002). How do online students differ from lecture students? Journal of Asynchronous Learning Networks, 6(1), 1-20. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. Gatian, A. W. (1994). IS user satisfaction a valid measure of system effectiveness? Information & Management, 26(3), 119–131. Hair, J. F., Tatham, R. L., Anderson, R. E., & Black, W. (1998). Multivariate Data Analysis (5th ed.). Englewood Cliffs, NJ: The Prentice Hall International. Hayashi, A., Chen, C., Ryan, T., & Wu, J. (2004). The role of social presence and moderating role of computer self efficacy in predicting the continuance usage of e-learning systems. Journal of Information Systems Education, <strong>15</strong>(2), 139-<strong>15</strong>4. Hong, K. S., Lai, K. W., & Holton, D. (2003). Students’ satisfaction and perceived learning with web-based course. <strong>Educational</strong> <strong>Technology</strong> and <strong>Society</strong>, 6(1), 116–124. Igbaria, M., Guimaraes, T., & Davis, G. B. (1995). Testing the determinants of microcomputer usage via a structural equation model. Journal of Management Information Systems, 11(4), 87-114. Igbaria, M., & Tan, M. (1997). The consequences of information technology acceptance on subsequent individual performance. Information & Management, 32(3), 113-121. Iivari, J. (2005). An empirical test of the DeLone-McLean model of information system success. Database for Advances in Information Systems, 36(2), 8-27. Johnson, D. M., Lester M. L., & Ferguson, J. A. (2001). Analysis of the relationships between computer experiences, self efficacy, and knowledge of undergraduate students entering a land-grant college of agriculture. Proceedings of the 28th Annual National Agricultural Education Research Conference, New Orleans, LA. Karahanna, E., & Straub, D. W. (1999). The psychological origins of perceived usefulness and ease of use. Information and Management, 35(4), 237–250. Kozlowski, S. W., & Hults, B. M. (1987). An exploration of climates for technical updating and performance. Personnel Psychology, 40(3), 539-563. Kosarzycki, M. P., Salas, E., Firoe, S. M., & Burke, C. S. (2002, <strong>April</strong>). Emerging themes in distance learning research and practice: Some food for thought. Poster session presented at the 17th Annual <strong>Society</strong> for Industrial and Organizational Psychology Conference, Toronto. Lee, J. K., & Lee, W. K. (2008). The relationship of e-Learner’s self-regulatory efficacy and perception of e-Learning environmental quality. Computers in Human Behavior, 24(1), 32-47. 136
- Page 1 and 2:
April 2012 Volume 15 Number 2
- Page 3 and 4:
Supporting Organizations Centre for
- Page 5 and 6:
Contextualizing a MALL: Practice De
- Page 7 and 8:
Kop, R. (2012). The Unexpected Conn
- Page 9 and 10:
Human mediation and information flo
- Page 11 and 12:
elevant information based on some k
- Page 13 and 14:
of learners. A search facilitated t
- Page 15 and 16:
information as human mediation mean
- Page 17 and 18:
Blau, I., & Barak, A. (2012). How D
- Page 19 and 20:
examined whether the readiness to p
- Page 21 and 22:
Table 5 presents the ANOVA for the
- Page 23 and 24:
However, in discussing a non-sensit
- Page 25 and 26:
deviations showed smaller variance,
- Page 27 and 28:
actual participation discussing sen
- Page 29 and 30:
Mesch, G., & Elgali, Z. (2009). Soc
- Page 31 and 32:
Although prior research on overall
- Page 33 and 34:
with a score of 39 and below as “
- Page 35 and 36:
Table 2 demonstrates mean scores an
- Page 37 and 38:
Discussion Although the recent Inte
- Page 39 and 40:
Furthermore, the most preferred pla
- Page 41 and 42:
MEB. (2009). Internete erisim proje
- Page 43 and 44:
Learning Management Systems (LMS) b
- Page 45 and 46:
practice and repetition with feedba
- Page 47 and 48:
Online peer assessment Peer assessm
- Page 49 and 50:
At an international conference on m
- Page 51 and 52:
� Ability to produce rich assessm
- Page 53 and 54:
Meishar-Tal, H., & Tal-Elhasid, E.
- Page 55 and 56:
Tsai, S. C. (2012). Integration of
- Page 57 and 58:
order to decrease text complexity a
- Page 59 and 60:
matter how the learners’ aptitude
- Page 61 and 62:
If compared by programs, WP student
- Page 63 and 64:
mean F2F 4.64 4.52 4.35 4.44 *: p
- Page 65 and 66:
een analyzed and were compared with
- Page 67 and 68:
Chen, G.-D., Lee, J.-H., Wang, C.-Y
- Page 69 and 70:
and diverse cognitional and emotion
- Page 71 and 72:
Encourage and persuade students wit
- Page 73 and 74:
Materials and procedure Each studen
- Page 75 and 76:
The lower part of Figure 4 shows st
- Page 77 and 78:
Mayer, R. E., Sobko, K., & Mautone,
- Page 79 and 80:
that an item is answered correctly
- Page 81 and 82:
Table 1. Relative concepts frequenc
- Page 83 and 84:
The Account Management Module provi
- Page 85 and 86:
Experiment 1 and results Figure 7.
- Page 87 and 88:
Utilization of Test Item 36 33 30 2
- Page 89 and 90: Utilization of Test Item 36 33 30 2
- Page 91 and 92: 0.065 0.877 (17.56) 0.938 (22.55) 0
- Page 93 and 94: Hwang, G.J., Hsiao, C.L., & Tseng,
- Page 95 and 96: the diverse needs of modern industr
- Page 97 and 98: Figure 1. The framework of interdis
- Page 99 and 100: Research Design Figure 3. Recommend
- Page 101 and 102: friendly. 8. I feel the layout and
- Page 103 and 104: satisfaction, and system acceptance
- Page 105 and 106: Ozok, A. A., Fan, Q., & Norcio, A.
- Page 107 and 108: than students in a conventional cla
- Page 109 and 110: shown in Figure 2 to include the st
- Page 111 and 112: (1996) Pleasure-Arousal-Dominance (
- Page 113 and 114: Based on this connection, we consid
- Page 115 and 116: Final dominance measurements were p
- Page 117 and 118: student mood and thereby allow comp
- Page 119 and 120: Sessink, O., Beeftink, H., Tramper,
- Page 121 and 122: The rationale behind the video form
- Page 123 and 124: usefulness of the movies and their
- Page 125 and 126: case of the first two questions and
- Page 127 and 128: this paper in order to evaluate the
- Page 129 and 130: The survey questions Appendix A In
- Page 131 and 132: E-training in organizations E-train
- Page 133 and 134: efficacy regarding online training,
- Page 135 and 136: Method Sample and procedure Figure
- Page 137 and 138: 0.874 which exceeded the recommende
- Page 139: Even though the result does not con
- Page 143 and 144: Wen, Y., Looi, C.-K., & Chen, W. (2
- Page 145 and 146: when they are designing and impleme
- Page 147 and 148: paper focuses on the first three st
- Page 149 and 150: their self-esteem to be partners in
- Page 151 and 152: Democratizing knowledge and symmetr
- Page 153 and 154: 1) Reading the article: At the star
- Page 155 and 156: Effects of RCKI principle-based ped
- Page 157 and 158: References Alexander, C. (1979). Th
- Page 159 and 160: Valsamidis, S., Kontogiannis, S., K
- Page 161 and 162: The Analog system (Yan et al., 1996
- Page 163 and 164: First, the number of the sessions a
- Page 165 and 166: BioLayout uses a modified version o
- Page 167 and 168: As shown in figure 3, all metrics c
- Page 169 and 170: Figure 7. The detailed results for
- Page 171 and 172: Enright, A. J., van Dongen, S., Ouz
- Page 173 and 174: Chu, S. K. W., Kwan, A. C. M., & Wa
- Page 175 and 176: teachers, as well as collaboration
- Page 177 and 178: from the students’ ratings appear
- Page 179 and 180: Table 5 summarizes the students’
- Page 181 and 182: eading blogs (i.e., reminders, easy
- Page 183 and 184: Luehmann, A. L. (2008). Using blogg
- Page 185 and 186: Uzunboylu et al. (2009) examined th
- Page 187 and 188: System implementation Overview of M
- Page 189 and 190: Methods Before the experiment, a mo
- Page 191 and 192:
too simple, incomplete, or they eve
- Page 193 and 194:
Comparisons of UMLS Questionnaire i
- Page 195 and 196:
already described may play an impor
- Page 197 and 198:
Parker, D., Manstead, A. S. R., Str
- Page 199 and 200:
Avci, U., & Askar, P. (2012). The C
- Page 201 and 202:
Literature review The related varia
- Page 203 and 204:
collected through Personal Informat
- Page 205 and 206:
Self-efficacy 92 5 21 13.37 3.726 W
- Page 207 and 208:
In this problem, intention was take
- Page 209 and 210:
References Ajjan, H., & Hartshorne,
- Page 211 and 212:
Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
- Page 213 and 214:
Students perused the course materia
- Page 215 and 216:
problem. All articles were then sen
- Page 217 and 218:
tests, electronic tests are more li
- Page 219 and 220:
Students 10 and 11: My classmate Ed
- Page 221 and 222:
collection was also approved by all
- Page 223 and 224:
Ubiquitous Revision Seamless Collab
- Page 225 and 226:
Tai, Y. (2012). Contextualizing a M
- Page 227 and 228:
tasks were developed from task type
- Page 229 and 230:
experiences in this phase. Moreover
- Page 231 and 232:
test is administered again right af
- Page 233 and 234:
The collected data were analyzed wi
- Page 235 and 236:
Gorp, K. V., & Bogaert, N. (2006).
- Page 237 and 238:
4PL IRT model According to the numb
- Page 239 and 240:
examinee’s ability more accuratel
- Page 241 and 242:
would be more accurate if items j+1
- Page 243 and 244:
C�I or Change I�I) would be 0.2
- Page 245 and 246:
improved by rearrangement procedure
- Page 247 and 248:
Table 6. Repeated Measures ANOVA of
- Page 249 and 250:
Leppisaari, I., & Lee, O. (2012). M
- Page 251 and 252:
Selection of the virtual tool The t
- Page 253 and 254:
Environmental themes emerged strong
- Page 255 and 256:
Visualization of text (visual langu
- Page 257 and 258:
environments where visual technolog
- Page 259 and 260:
- Logging in to learning environmen
- Page 261 and 262:
McNaught, C., Lam, P. & Lam, S.L. (
- Page 263 and 264:
on-site to finally achieve a meanin
- Page 265 and 266:
Table 1. Digital game designers and
- Page 267 and 268:
worldviews are socio-cultural-histo
- Page 269 and 270:
Phase Methods Visitor data collecti
- Page 271 and 272:
operate the game without the help o
- Page 273 and 274:
Visitors (end users) must be heard.
- Page 275 and 276:
Islas Sedano, C., Pawlowski, J., Su
- Page 277 and 278:
part of something larger than the s
- Page 279 and 280:
Previous studies have developed rel
- Page 281 and 282:
Technology Acceptance. The 10 items
- Page 283 and 284:
Table 4. Model Fit Indices Model χ
- Page 285 and 286:
In the final path model of set 1, t
- Page 287 and 288:
Discussion Differing from prior stu
- Page 289 and 290:
Haythornthwaite, C., Kazmer, M. M.,
- Page 291 and 292:
Ge, Z.-G. (2012). Cyber Asynchronou
- Page 293 and 294:
college of a university situated in
- Page 295 and 296:
Table 3 shows us the following info
- Page 297 and 298:
Appendix B shows Class 1’s respon
- Page 299 and 300:
increase one’s ability to process
- Page 301 and 302:
Appendix A Responses concerning syn
- Page 303 and 304:
Shih, S.-C., Kuo, B.-C., & Liu, Y.-
- Page 305 and 306:
Adaptive U-learning Math Path Syste
- Page 307 and 308:
Figure 4. Online tutorial courses o
- Page 309 and 310:
Participants and Experimental Proce
- Page 311 and 312:
the influence of Test1 scores, an e
- Page 313 and 314:
Hall, T., & Bannon, L. (2006). Desi
- Page 315 and 316:
(Hofer & Pintrich, 1997; Liu, Lin &
- Page 317 and 318:
� Through online peer assessment,
- Page 319 and 320:
elativism.” High Internet self-ef
- Page 321 and 322:
Peng, H., Tsai, C.-C., & Wu, Y.-T.
- Page 323 and 324:
Since game-based learning has been
- Page 325 and 326:
The second reason is about the sust
- Page 327 and 328:
Methods Figure 5. Quest NPCs provid
- Page 329 and 330:
These differences indicated that pa
- Page 331 and 332:
quests further involves students’
- Page 333 and 334:
Chang, I.-H. (2012). The Effect of
- Page 335 and 336:
(1) Vision, planning and management
- Page 337 and 338:
Based on an examination of the lite
- Page 339 and 340:
Table 2. Analysis of reliability an
- Page 341 and 342:
λ10 - 0.69 0.83 ε5 14.50 * - 0.32
- Page 343 and 344:
Bailey, G. D. (1997). What technolo
- Page 345 and 346:
Stegall, P. (1998). The principal:
- Page 347 and 348:
instruction has studied the student
- Page 349 and 350:
espond and the estimation of possib
- Page 351 and 352:
Research question For the purpose o
- Page 353 and 354:
READI reliability To verify the con
- Page 355 and 356:
Physical -1.43333(*) .44699 .029 -2
- Page 357 and 358:
The results of this study suggest t
- Page 359 and 360:
Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
- Page 361 and 362:
domains. Five research questions we
- Page 363 and 364:
Research sample groups (4) Faculty
- Page 365 and 366:
13. Policies, Social Culture Impact
- Page 367 and 368:
Non-Specified Others Engineering &
- Page 369 and 370:
(AR = -2.1) (n = 7) 2. Non-specifie
- Page 371 and 372:
(n): Total number of articles Resea
- Page 373 and 374:
Compared to the publications in 200
- Page 375:
Pedagogical Content Knowledge (TPAC