1. ISEM 3120 Seminar in ISEM 2014-2015 Semester
Chuk Cheuk Ka
Lau Ming Sze
Ng Ka Fan
Tsoi Chak Fei
Wan Chun Kit
Wong Tsun Lam

2. Content
Introduction
Research Method
Findings
Conclusion

3. 1. Introduction
1.1 Background
1.2 Definitions & Concept
1.3 Objective
1.4 Rationale

4. 1.1 Background Research case:
Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model

5. 1.1 Background
Lee M.C. (2010), Explaining and predicting users’ continuance intention toward e-learning: An extension of the
expectation-confirmation model, Computers & Education 54,

6. 1.2 Definitions & Concepts
E-learning is the use of electronic media, educational technology and information and communication technologies (ICT) in education.
In this article, author focus on the web-based e-learning program

7. 1.2 Definitions & Concept Concept
The intention to continue using e-Learning system is still very low
Understanding the factors affecting customers’ intention to continue using e-learning can:
1. Assist e-learning developers in designing popular contents
2. Help teachers and vendors design strategies that are more likely to increase the use of e-learning.

8. 1.3 Objective

9. 1.4 Rationale

10. 1.4 Rationale Problems of Previous Research
Employs inadequate factors which affect the intentions
It did not show what attitude beliefs would affect user’s attitude towards e-learning
The flow theory can capture the elements of motivation
Bridge the EXISTING GAP between acceptance and continuance streams

11. 2. Research Model
2.1 Model
2.2 Questionnaire
2.3 Sampling Techniques & Statistical Method

12. 2.1 Model Research model and hypotheses based on
Expectation–confirmation model (ECM)
Technology acceptance model (TAM)
Theory of planned behavior
Flow theory

13. 2.1 Model

14. 2.1 Model
Expectation–confirmation model (ECM)

15. 2.1 Model Technology acceptance model (TAM) Two particular belief
Perceived usefulness
perceived ease of use

16. 2.1 Model Theory of planned behavior
Based on theory of reasoned action(TRA)
Behavioral attitude and subjective norm affect behavioral intention and actual behavior

17. 2.1 Model Flow theory Three constructs Perceived Enjoyment
Perceived Control
Concentration
Perceived control is similar to the
perceived behavioral control in TPB

18. 2.2. Questionnaire 1. Construct in research model
Seven-point Likert scale
2. Demographic questions about participants

19. 2.2. Questionnaire Measuring factor
Perceived usefulness and ease of use (Davis 1989)
Subject norm, perceived behavior control and attitude (Taylor and Todd 1995)
Perceived enjoyment and concentration (Moon and Kim 2001)
Continuance intention, satisfaction and confirmation (Bhattachjee 2001)

20. 2.2. Questionnaire

21. 2.2. Questionnaire Factor to test corresponding model
Expectation-confirmation model (ECM)
Confirmation, Perceived usefulness, Satisfaction and Continuance Intention
The technology acceptance model (TAM)
Perceived usefulness, Perceived ease of use, Attitude and Continuance Intention
Theory of planned behavior (TPB)
Continuance Intention, Attitude, Subject norm and Perceived behavior control
Flow experience and user acceptance of e-learning (Flow)
Perceived enjoyment and Concentration

22. 2.2. Questionnaire
Pilot Test
Sample Plan and Data Collection

23. 2.3 Sampling Techniques & Statistical Methods
Research Methodology
Questionnaire development
Pilot Test
Sample Plan & Data Collection

24. 2.3 Sampling Techniques & Statistical Methods
Questionnaire
Sent to three academic experts on e-learning for reviews
Pilot Test
Conducted 150 convenient sampling
Sample Plan & Data Collection
Took study samples from 12 class section
Distributed 487 surveys to individuals who at least took one course offered by the e-learning service
ALL ARE NON-PROBABILITY SAMPLING TECHNIQUES

25. 2.3 Sampling Techniques & Statistical Methods
QUESTIONNAIRE & SAMPLE PLAN
Non-probability
Only select a group of people to do the sample
Do not require generalization
Convenient accessibility
Rating: “ disagree strongly” or “agree strongly”
Purposive

26. 2.3 Sampling Techniques & Statistical Methods
PILOT TEST
Non-Probability
Convenience Sampling
Select haphazardly
Cases are easier to obtain

27. 2.3 Sampling Techniques & Statistical Methods
PILOT TEST
Cronbach’s alpha set: 0.7
SAMPLE PLAN & DATA COLLECTION
Student’s t-test: to test differences between two means when there are only two samples
ANOVA: the analysis of variance when there are more than two groups
Mean Scores: p>0.05

28. 3. Findings
Used two-step procedure suggested by Anderson and Gering(1998)
Examine the measurement model
Examine the structural model

29. 3. Findings Examine the measurement model
Based on the three criteria suggested by Fornell and Larcker(1981)
1. All indicator factor loadings (k) should be significant and exceed 0.5.
2. Construct reliabilities should exceed 0.8.
3. Average variance extracted (AVE) by each construct should exceed the variance
due to measurement error for the construct

30. 3. Findings

31. 3. Findings

32. 3. Findings

33. 3. Findings Examine the structural model
The good fit index, comparative fit index, normed fit index and relative fit index is greater than 0.9
Indicates a good model fit
Root mean square error of approximation is 0.05
Indicates the model is acceptable

34. 3. Findings Interpretation
The research model had an R-square of 80% for continued intention to use e-learning
An R-square of 65% for satisfaction
65% for attitude toward continued intention
The extended ECM model is capable of explaining a relatively high proportion of variation of continued intention to use e-learning

35. 4. Conclusion
4.1 Limitations
4.2 Further Research

36. 4.1 Limitations 1. Short-term study of users’ behavior
Cannot show how the users and the relationships among variables change over time
2. Independent and dependent variables from the same respondents
Concerns about common method bias
3. Gender distribution was not symmetric
Gender difference leads to difference in results findings

37. 4.2 Further Research Wider Range of Research
Only focus on web-based program
Other ways like TV, CD-ROM are also kinds of e-learning
Can show different relationships

38. Gender Distribution
Examine the moderating effect of gender difference
Considering Other External Factors
the technology or user characteristics constructs
Understanding more about users’ continuance intention to use

39. Q & A