Mehwish Waheed

Emotional attachment and multidimensional self-efficacy: extension of innovation diffusion theory in the context of eBook reader

Innovation diffusion theory (IDT) has consistently been used to investigate users’ technology adoption. However, it neglects the influence of emotions on technology adoption. The study objectives address the integration of emotional attachment and two-dimensional self-efficacy that provides a fresh insight into the investigation of key predictors of eBook reader adoption intention. Quantitative methodology was used and questionnaire data were collected from university students. Probability proportional stratified sampling technique was used to obtain the proportionate sample. The results indicated that the relative advantage, trialability, observability, human-assisted self-efficacy, and individual self-efficacy significantly influence the adoption of eBook readers. However, emotional attachment to paper books negatively influences the relationship between user attitude towards eBook readers and adoption of eBook readers. The results indicate a good measurement model fit and confirmed the validity and reliability of the framework. The integrated framework will be useful in understanding the behavioural and emotional factors associated with the adoption of eBook readers. Moreover, a better understanding of the contributions of assisted and individual self-efficacy for the adoption of any new product or technology will be obtained. The proposed integration will help the managers before introducing a new product in the target market by considering the users’ emotional attachment to prior products.

Students’ perspective on knowledge quality in eLearning context: a qualitative assessment

Purpose – The purpose of this paper is to identify the unique d i mensions associated with knowledge quality (KQ) based on students’ perception in an educational institution. Design/methodology/approach – Purposive sampling was used to select students who were active users of the electronic-Learning (eLearning) system at two faculties in a single university. The qualitative data gathering employed an unstructured open-ended questionnaire distributed to the 52 selected participants. Findings – The qualitative findings unearth the students’ perspective about quality of knowledge gained from content used in online courses. In total, 34 underlying sub-dimensions of KQ emerged, which were categorized into five KQ dimensions: intrinsic KQ, contextual KQ, representational KQ, accessible KQ, and actionable KQ. Research limitations/implications – The findings provide an insight to educators to consider KQ dimensions in providing quality knowledge to students in an eLearning environment. Originality/value – Previou...

Perceived learning outcomes from Moodle An empirical study of intrinsic and extrinsic motivating factors

This study explores the intrinsic and extrinsic features of Moodle learning managements system and how these features motivate students to use an e-learning portal, which subsequently influences their perceived learning effectiveness and academic performance. Theoretical underpinning of motivation theory, self-determination theory (SDT), and cognitive evaluation theory (CET) is used to design the framework. The quantitative empirical research to test the hypothesized relationships was conducted on 276 online students in Pakistan who use Moodle for online learning. By analysing the responses using AMOS, the findings reveal that both the intrinsic motivators (communication module features, course content module features and course delivery module features) and extrinsic motivator (assignment module feature) significantly influence the students’ perceived learning effectiveness, which results in improve academic performance.

The influence of learning value on learning management system use: An extension of UTAUT2

In this study the perceived value construct of the Unified Theory of Acceptance and Use of Technology (UTAUT2) is investigated in the context of a learning management system (LMS), in which the construct is redefined from its original price value conceptualization. It was found that many researchers simply ignore the price value construct when applying the UTAUT2 model in technology use studies in the educational context. This study extends the UTAUT2 framework by integrating the learning value construct and provides fresh insight about predictors of students’ intentions towards LMS and its use. A quantitative research approach was employed by utilizing a closed-ended questionnaire to collect data from Malaysian university students who were users of LMS. Probability proportional stratified sampling was employed to select an appropriate sample. The results indicated a good measurement and structural model fit and suggested the significant influence of performance expectancy, social influence and learning value on students’ intention towards LMS and also confirmed the influence of facilitating conditions and behavioral intention on LMS use. The extended UTAUT2 framework helps in understanding students’ perceived value in the LMS context. Furthermore, this study will help institutions to consider the factors for successful implementation of an LMS in an academic setting.

Knowledge quality A review and a revised conceptual model

This paper presents the theoretical underpinnings and measures employed in the assessment of knowledge quality. It aims to identify a conceptual and operational measure of knowledge quality within the context of an e-learning environment. The review is conducted in two phases. First, the conceptual and operational measures of knowledge quality are explained based on the epistemic concept of the essence of knowledge and the knowledge hierarchy structure. Next, a detailed analysis of the dimensions measuring data quality (DQ), information quality (IQ), and knowledge quality (KQ) in 33 studies ranging from research on information systems (IS), to knowledge and information management, e-learning, and data warehouses is presented. Minimal biased methods were used to acquire the literature for this review. The findings reveal that there is an evident lack of research in measuring KQ based on a definite conceptual understanding of the hierarchical structure of knowledge. Furthermore, researchers’ repeated use of the DQ and IQ dimensions to measure KQ has failed to develop a reliable KQ measure. Subsequently, an operational view of KQ is proposed with six distinct dimensions: Adaptable, Applicable, Expandable, True, Innovative, and Justified. This proposed KQ model that is based on the hierarchical structure of knowledge; it identifies the dimensions distinct to the KQ construct. It may be useful for the conceptualization and measure of KQ in various information environments, including e-learning and IS. The proposed model provides a more explicit way to conceptualize and measure the KQ construct by acknowledging that it is an extension of the IQ construct but with distinct and unique dimensions.

Corrigendum to “A Preliminary Investigation of User Perception and Behavioral Intention for Different Review Types: Customers and Designers Perspective”

The author name Mahwish Waheed should be replaced with Mehwish Waheed. In the body of the paper,   (from β = .50, P = .000, to β = .3, P = .000) should be replaced with the following values (from β = .75, P = .000 to β = .41, P = .001);   (from β = .25, P = .0, to β = .13, n.s.) should be replaced with the following values (from β = .19, P = .05 to β = .06, n.s.);   (from β = .60, P = .000, to β = .26, P = .000) should be replaced with the following values (from β = .24, P = .011 to β = .57, P = 000);   (from β = .20, P = .04, to β = .001, n.s.) should be replaced with the following values (from β = .70, P = .000 to β = .001, n.s.). Figure 1 is corrected as follows. Figure 1 The proposed model.

The importance of actual use in defining and measuring innovative behaviour: Comparison of e-book reader users and non-users

This study introduces the concept of personal innovative behaviour and demonstrates its validity in the context of e-book reader adoption and use. Personal innovative behaviour, unlike measures of consumer innovativeness, amalgamates decisions about product adoption with reports of the product’s actual use. Quantitative methodology was used, and probability proportional stratified sampling technique was used to obtain the proportionate sample. Items to measure personal innovative behaviour for e-book readers were included in a questionnaire distributed to students at a Malaysian university. Of the 386 participants, 79% used the e-book reader, half of them for academic purposes. Confirmatory factor analysis using Amos tested the concept of personal innovative behaviour for both users and non-users. The results indicated that the underlying dimensions, (intended Adoption Behaviour and actual Use Behaviour), could be measured and combined in a structural model only for users, i.e. innovators. Good model fit confirmed the validity and reliability of the framework. The redefined construct and scale validation will be helpful to researchers to measure the individual personal behaviour in terms of their final decision to adopt and actual usage of the novel product. The personal innovative behaviour scale presented here can be used by researchers and practitioners to measure adoption and use of personal information products and devices. The two dimensional conceptualization of personal innovative behaviour (intended Adoption Behaviour and actual Use Behaviour) reconciles similarities and differences between the decision and action variables in innovation diffusion theory and the technology acceptance model.

Students’ perceptual quality standards for judging knowledge quality: Development and validation of a perceived e-learning knowledge quality scale

This study examines the factors contributing towards eLearning knowledge quality based on students’ perspective and presents a 5-dimensional scale to evaluate knowledge quality (KQ). It is an extension of our previously published research which had proposed a novel conceptual KQ model. In this paper, we attempt to quantify knowledge quality (KQ), as opposed to adapting data quality (DQ) and information quality (IQ) measurement tools. A qualitative-quantitative sequential mixed-method design was used for the instrument validation. Data was collected at two levels, undergraduate and postgraduate respectively. Exploratory and confirmatory factor analysis confirmed the 5 dimensional second-order perceived eLearning KQ model – comprising of 33 sub-dimensions. The scale is inclusive of five key dimensions (Intrinsic KQ, Contextual KQ, Representational KQ, Accessible KQ, and Actionable KQ) as measures of quality of knowledge gained from eLearning content. The proposed dimensions are the benchmarks that provide insight to educators and administrators in developing and enhancing e-learning content.