Norol Hamiza Zamzuri

The Role of Cognitive Styles in Investigating E-learning Usability

E-learning has been a de facto solution for almost all higher learning institutions. The adoption has been proven to successfully aid students in their learning activities. However, there has been lack of study in further understanding the usability of e-learning courseware and its significance in the instructional design process. Therefore, we seek to explore user characteristic, users cognitive styles, their current views about e-learning usability and perceived importance of its usability design features. A survey was conducted in one of the universities in Malaysia where e-learning courseware is extensively deployed. Discussion of the findings is provided.

The role of cognitive styles in groupware acceptance

This paper attempts to bring forward the idea of the role of cognitive styles in groupware acceptance. The study examines the role of cognitive styles and other TAM variables and predicts the role of cognitive styles in influencing the usage of groupware. A simple random sampling method was used in this study and 109 respondents were participated who are from Administrative staff in Universiti Teknologi Mara, Shah Alam (Uitm), Selangor. A theoretical framework from information system (Technology Acceptance Model) was based for this study and cognitive styles as external variables. The goal for studying cognitive styles in groupware acceptance is to understand how user process information and how systems can be better built to accommodate the diversity of the population. Due to this, it leads the understanding of the individual differences in groupware acceptance specifically in making a decision to change. The results indicate that cognitive styles do affect ease of use and usefulness; unfortunately it does not significant lead to the usage of the system. This result will help system designers in creating the interface design and etc. Limitations and directions for future research are discussed.

Online distance learning: Quality characteristics and usability evaluation

A great deal has been written about the use of web-based technologies such as the Internet in promoting learning in education. In this paper, we seek to understand the quality characteristics of online distance learning from the perspectives of instructor and student, and also to evaluate the usability of the learning mode. The findings of the study suggest instructor characteristics and student characteristics play significant roles in the student application of online distance learning. In addition, the application of the learning mode has also resulted in increasing effectiveness of student learning. We then offer research implication and suggest for future research directions.

E-learning use among academics: Motivations and cognitive style

Currently, various technologies are available for supporting the teaching and learning practices in higher learning institutions, which constitute to the e-learning paradigm. The transformation of the teaching-learning practices to the e-learning environment has received significant interests for researchers to understand, examine and evaluate the role of the information and communication technologies in the field. However, while there seem to be a large number of studies in the area, there still seem to be a lack of focus and findings on the motivation factors and the role of cognitive style that lead to its use among lecturers. Therefore, using a survey, we attempt to investigate the factors that motivate academics to use e-learning system and to examine whether there is a significant difference in the use between different cognitive styles. Findings of the study suggest top management emphasis, facilitating conditions and system quality are the factors that motivate academics to use the system. In addition, there is also a different in the use level between the two groups of cognitive style; innovators and adaptors. Based on the findings, implication for future research is offered.