nach oben

Education and Information Technologies

Erschienen in:

08.10.2019

An empirical investigation into the perceived effectiveness of collaborative software for students’ projects

verfasst von: Felix Nti Koranteng, Francis K Sarsah, Eric Kuada, Samuel Adu Gyamfi

Erschienen in: Education and Information Technologies | Ausgabe 2/2020

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Technology has penetrated all aspects of the society in recent years. In the education sector, collaborative software such as GoogleDocs is pervasively used by both faculty and students. This is often because they enable frequent, cheaper and faster communication opportunities. Nonetheless, little evidence exists on the factors that influences its use and effectiveness particularly for students’ projects. Amidst these, many of the studies on collaborative software drew samples from developed countries. Given that technology acceptance differs across geographic locations, such westernized models are less applicable in developing countries. In this paper, a quantitative survey questionnaire was adopted to collect response from 510 respondents. These responses were used to evaluate a research model that had been deductively developed from relevant literature. The research model extended the IS Success model to examine the factors that affect the perceived effectiveness of collaborative software for students’ projects. PLS-SEM was adopted to estimate the proposed relationships. Information Quality, Service Quality and Primary Task Support had significant influence on Intention to Use whereas Self-Efficacy and System Quality did not. However, whilst Primary Task Support, Self-Efficacy and System Quality did not have any significant effect; only Information and Service Quality affected User Satisfaction. Although, there were no significant relations between Intention to Use and User Satisfaction, they both significantly affected Perceived Effectiveness. The results illuminate stakeholders to prioritize user satisfaction to improve the effectiveness of collaborative software for students’ projects. Future research must however explore why certain proposed relationships were not significant.

Vorheriger Artikel Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

Nächster Artikel A review of the ICT subject implementation in schools: a perspective of Lusaka Province (Zambia)

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Akin, O. C., Matthew, F., & Comfort, D. (2014). The impact and challenges of cloud computing adoption on public universities in southwestern Nigeria. International Journal of Advanced Computer Science and Applications (IJACSA), 5(8), 13–19.

Alonso, F., Manrique, D., Martinez, L., & Vines, J. M. (2015). Study of the influence of social relationships among students on knowledge building using a moderately constructivist learning model. Journal of Educational Computing Research, 51(4), 417–439. https://doi.org/10.2190/EC.51.4.c.CrossRef

Alsaif, M. (2014). Factors affecting citizens’ adoption of e-government moderated by socio-cultural values in Saudi Arabia. Doctoral dissertation, University of Birmingham.

Alsharif, F. F. (2013). Investigating the factors affecting on-line shopping adoption in Saudi Arabia. Doctoral dissertation, De Montfort University.

Alzahrani, A. I., Mahmud, I., Ramayah, T., Alfarraj, O., & Alalwan, N. (2019). Modelling digital library success using the DeLone and McLean information system success model. Journal of Librarianship and Information Science, 51(2), 291–306. https://doi.org/10.1177/0961000617726123.CrossRef

Amenyedzi, F. W. K., Lartey, M. N., & Dzomeku, B. M. (2011). The use of computers and internet as supplementary source of educational material: A case study of the senior high schools in the Tema Metropolis in Ghana. Contemporary Educational Technology, 2(2), 151–162.

Andres, H. P. (2011). Team learning and reflexivity in technology-mediated collaboration. International Journal of Knowledge Management (IJKM), 7(4), 22–36.

Andres, H. P. (2013). Team cognition using collaborative technology: A behavioral analysis. Journal of Managerial Psychology, 28(1), 38–54.

Aslam, M. M. H., Shahzad, K., Syed, A. R., & Ramish, A. (2013). Social capital and knowledge sharing as determinants of academic performance. Journals of Behavioral and Applied Management, 15(1), 25–42.

Attuquayefio, S. N., & Addo, H. (2014). Using the UTAUT model to analyze students’ ICT adoption. International Journal of Education and Development using Information and Communication Technology, 10(3), 75–86.

Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.CrossRef

Baumber, A., Metternicht, G., Ampt, P., Cross, R., & Berry, E. (2018). Opportunities for adaptive online collaboration to enhance rural land management. Journal of Environmental Management, 219, 28–36.

Bloomberg, L. D., & Volpe, M. (2012). Completing your qualitative dissertation: A road map from beginning to end. Sage Publications.

Boumarafi, B. (2015). Social media use in Algerian universities: University of Constantine 2 case study. IAFOR Journal of Education., 3.

Brown, S. A., Dennis, A. R., & Venkatesh, V. (2010). Predicting collaboration technology use: Integrating technology adoption and collaboration research. Journal of Management Information Systems, 27(2), 9–54.

Chao, Y.-C. J., & Lo, H.-C. (2011). Students’ perceptions of wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395–411.

Chen, H.-J. (2010). Linking employees’ e-learning system use to their overall job outcomes: An empirical study based on the IS success model. Computers & Education, 55(4), 1628–1639. https://doi.org/10.1016/J.COMPEDU.2010.07.005.CrossRef

Chen, Y.-H., & Chengalur-Smith, I. (2015). Factors influencing students’ use of a library web portal: Applying course-integrated information literacy instruction as an intervention. The Internet and Higher Education, 26, 42–55.

Cheng, Y. (2012). Effects of quality antecedents on e-learning acceptance. Internet Research, 22(3), 361–390. https://doi.org/10.1108/10662241211235699.CrossRef

Chiu, L.-L., & Liu, G.-Z. (2013). Effects of printed, pocket electronic, and online dictionaries on high school students’ English vocabulary retention. The Asia-Pacific Education Researcher, 22(4), 619–634.

Chiu, C.-M., Hsu, M.-H., & Wang, E. T. G. (2006). Understanding knowledge sharing in virtual communities: An integration of social capital and social cognitive theories. Decision Support Systems, 42(3), 1872–1888.

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319.

Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.

Coltman, T., Devinney, T. M., Midgley, D. F., & Venaik, S. (2008). Formative versus reflective measurement models: Two applications of formative measurement. Journal of Business Research, 61(12), 1250–1262.

Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5(1), 21–34.

Dabi, J., Wiafe, I., Stibe, A., & Abdulai, J.-D. (2018). Can an Enterprise system persuade? The role of perceived effectiveness and social influence. In International conference on persuasive technology (pp. 45–55).

Dadzie-Bonney, P., & Hayford, S. K. (2017). Factors inhibiting students ICT knowledge acquisition and utilization at Oguaa School for the Deaf in Ghana. Rwandan Journal of Education, 4(1), 34–46.

Davies, A., Pantzopoulos, K., & Gray, K. (2011). Emphasising assessment’as’ learning by assessing wiki writing assignments collaboratively and publicly online. Australasian Journal of Educational Technology, 27(5).

Dehghani, M., & Tumer, M. (2015). A research on effectiveness of Facebook advertising on enhancing purchase intention of consumers. Computers in Human Behavior, 49, 597–600. https://doi.org/10.1016/J.CHB.2015.03.051.CrossRef

DeLone, W. H., & McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1), 60–95. https://doi.org/10.1287/isre.3.1.60.CrossRef

DeLone, W. H., & McLean, E. R. (2002). Information systems success revisited. In Proceedings of the 35th Annual Hawaii International Conference on System Sciences (pp. 2966–2976). IEEE Comput. Soc. https://doi.org/10.1109/HICSS.2002.994345.

Derrick, D. C., Jenkins, J. L., & Nunamaker, J. F., Jr. (2011). Design principles for special purpose, embodied, conversational intelligence with environmental sensors (SPECIES) agents. AIS Transactions on Human-Computer Interaction, 3(2), 62–81.

Ducate, L. C., Anderson, L. L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495–524.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural model with unobserved variables and measurement errors. Journal of Marketing Research, 18(1), 39–50.

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30.

Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213–236.

Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.

Hair, J. F., Sarstedt, M., Ringle, C. M., & Mena, J. A. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3), 414–433.

Hammouri, Q., & Abu-Shanab, E. (2018). Exploring factors affecting users’ satisfaction toward E-learning systems. International Journal of Information and Communication Technology Education (IJICTE), 14(1), 44–57.

Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107–119. https://doi.org/10.1016/J.COMPEDU.2017.11.011.CrossRef

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135.

Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Sage Beverly Hills, CA.

Hofstede, G. J. (2001). Adoption of communication technologies and national culture. Information Systems and Management, 6(3), 55–74. https://doi.org/10.9876/sim.v6i3.107.CrossRef

Hsu, M.-H., Chang, C.-M., & Yen, C.-H. (2011). Exploring the antecedents of trust in virtual communities. Behaviour & Information Technology, 30(5), 587–601.

Iivari, J., & Juhani. (2005). An empirical test of the DeLone-McLean model of information system success. ACM SIGMIS Database: The DATABASE for Advances in Information Systems, 36(2), 8–27. https://doi.org/10.1145/1066149.1066152.CrossRef

Internet Society (2015). The internet and sustainable development: An Internet Society contribution to the United Nations discussion on the Sustainable Development Goals and on the 10-year review of the World Summit on the Information Society. Retrieved from https://www.internetsociety.org/wp-content/uploads/2015/06/ISOC-ICTs-SDGs-201506-Final.pdf Retrieved 12 March 2019.

Jagannathan, V., Balasubramanian, S., & Natarajan, T. (2018). An extension to the Delone and Mclean information systems success model and validation in the internet banking context. In Encyclopedia of information science and technology, fourth edition (pp. 49–60). IGI Global.

Jalote, P. (2008). A concise introduction to software engineering. Springer Science & Business Media.

Jeng, W., He, D., & Jiang, J. (2015). User participation in an academic social networking service: A survey of open group users on Mendeley. Journal of the Association for Information Science and Technology, 66(5), 890–904.

Johnson, R. D., & Yanson, R. (2018). Job satisfaction and turnover intentions during technology transition: The role of user involvement, Core self-evaluations, and computer self-efficacy. In Social issues in the workplace: Breakthroughs in research and practice (pp. 246–260). IGI Global.

Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59.

Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australasian Journal of Educational Technology, 26(3).

Kock, N. (2010). Using WarpPLS in e-collaboration studies: An overview of five main analysis steps. International Journal of E-Collaboration, 6(4), 1–11.

Koranteng, F. N., & Wiafe, I. (2019). Factors that promote knowledge sharing on academic social networking sites: An empirical study. Education and Information Technologies, 24(2), 1211–1236. https://doi.org/10.1007/s10639-018-9825-0.CrossRef

Koranteng, F. N., Wiafe, I., & Kuada, E. (2019). An empirical study of the relationship between social networking sites and students ’ engagement in higher education. Journal of Educational Computing Research, 57(5), 1131–1159. https://doi.org/10.1177/0735633118787528.CrossRef

Kuteeva, M. (2011). Wikis and academic writing: Changing the writer--reader relationship. English for Specific Purposes, 30(1), 44–57.

Lai, E. R. (2011). Collaboration: A literature review. Pearson Research Report, 2.

Lehto, T., & Oinas-kukkonen, H. (2015). Explaining and predicting perceived effectiveness and use continuance intention of a behaviour change support system for weight loss. Behaviour & Information Technology, 34(2), 176–189.

Lehto, T., Oinas-Kukkonen, H., & Drozd, F. (2012). Factors affecting perceived persuasiveness of a behavior change support system. In Proceedings of the international conference on information systems (ICIS) (pp. 1–15).

Li, X., Chu, S. K. W., Ki, W. W., & Woo, M. (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology.

Lin, H.-F. (2007). Measuring online learning systems success: Applying the updated DeLone and McLean model. Cyberpsychology & Behavior, 10(6), 817–820. https://doi.org/10.1089/cpb.2007.9948.CrossRef

Liu, G.-Z., Wu, N.-W., & Chen, Y.-W. (2013). Identifying emerging trends for implementing learning technology in special education: A state-of-the-art review of selected articles published in 2008--2012. Research in Developmental Disabilities, 34(10), 3618–3628.

Lwoga, E. (2014). Critical success factors for adoption of web-based learning management systems in Tanzania. International Journal of Education and Development Using ICT, 10(1), 4–21 Retrieved from https://www.learntechlib.org/p/147447/ Retrieved 6 March 2019.

Madon, S., & Krishna, S. (2018). The Digital Challenge: Information Technology in the Development Context. Routledge. https://doi.org/10.4324/9781315196978.

Markus, M. L., & Saunders, C. (2007). Editor’s comments: Looking for a few good concepts... And theories... For the information systems field. MIS Quarterly, 31(1), iii–ivi.

Markwei, E., & Rasmussen, E. (2015). Everyday life information-seeking behavior of marginalized youth: A qualitative study of urban homeless youth in Ghana. International Information & Library Review, 47(1–2), 11–29.

McLaughlin, J., & Bergart, R. (2019). Collaborative technology use UX study-final report.

Meishar-Tal, H., & Pieterse, E. (2017). Why do academics use academic social networking sites? The International Review of Research in Open and Distributed Learning, 18(1).

Mensah, F. S. (2017). Ghanaian tertiary students use of ICT. Global Journal of Human-Social Science Research, 17(9), 1–7.

Mfum-Mensah, O. (2003). Computers in Ghanaian secondary schools: Where does equality come in. Current Issues in Comparative Education, 6(1), 40–49.

Min, S., So, K. K. F., & Jeong, M. (2018). Consumer adoption of the Uber mobile application: Insights from diffusion of innovation theory and technology acceptance model. Journal of Travel & Tourism Marketing, 1–14.

Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192–222. https://doi.org/10.1287/isre.2.3.192.CrossRef

Natia, J. A., & Al-hassan, S. (2015). Promoting teaching and learning in Ghanaian basic schools through ICT. International Journal of Education and Development using Information and Communication Technology, 11(2), 113.

Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587–600.

Orji, F. A., Vassileva, J., & Greer, J. E. (2018). Personalized persuasion for promoting students’ engagement and learning. In CEUR workshop proceedings (pp. 77–87).

Owusu-Acheaw, M., & Larson, A. G. (2015). Use of social media and its impact on academic performance of tertiary institution students: A study of students of Koforidua polytechnic, Ghana. Journal of Education and Practice, 6(6), 94–101.

Penard, T., Poussing, N., Mukoko, B., & Piaptie, G. B. T. (2015). Internet adoption and usage patterns in Africa: Evidence from Cameroon. Technology in Society, 42, 71–80.

Rana, N. P., & Dwivedi, Y. K. (2015). Citizen’s adoption of an e-government system: Validating extended social cognitive theory (SCT). Government Information Quarterly, 32(2), 172–181.

Rennstich, J. K. (2019). Creative online collaboration: A special challenge for co-creation. Education and Information Technologies, 24(2), 1835–1836.

Sabi, H. M., Uzoka, F.-M. E., Langmia, K., Njeh, F. N., & Tsuma, C. K. (2018). A cross-country model of contextual factors impacting cloud computing adoption at universities in sub-Saharan Africa. Information Systems Frontiers, 20 (6), 1381–1404.

Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using web 2.0 technologies in K-12 classroom. Computers and Education, 59(3), 937–945. https://doi.org/10.1016/j.compedu.2012.04.001.CrossRef

Sarfo, F. K., Amartei, A. M., Adentwi, K. I., & Brefo, C. (2011). Technology and gender equity: Rural and urban students’ attitudes towards information and communication technology. Journal of Media and Communication Studies, 3(6), 221–230.

Scott, K. S., Sorokti, K. H., & Merrell, J. D. (2016). Learning beyond the classroom within an enterprise social network system. The Internet and Higher Education, 29, 75–90.

Shaltoni, A. M., Khraim, H., Abuhamad, A., & Amer, M. (2015). Exploring students’ satisfaction with universities’ portals in developing countries: A cultural perspective. The International Journal of Information and Learning Technology, 32(2), 82–93.

Singh, S., & Srivastava, R. K. (2018). Predicting the intention to use mobile banking in India. International Journal of Bank Marketing, 36(2), 357–378. https://doi.org/10.1108/IJBM-12-2016-0186.CrossRef

Smith, T. J., & Nichols, T. (2015). Understanding the millennial generation. The Journal of Business Diversity, 15(1), 39.

Straková, Z., & Cimermanová, I. (2018). Critical thinking development: A necessary step in higher education transformation towards sustainability. Sustainability, 10(10), 3366.

Tan, X., & Kim, Y. (2015). User acceptance of SaaS-based collaboration tools: A case of Google docs. Journal of Enterprise Information Management, 28(3), 423–442. https://doi.org/10.1108/JEIM-04-2014-0039.CrossRef

Thakur, R. (2018). The role of self-efficacy and customer satisfaction in driving loyalty to the mobile shopping application. International Journal of Retail & Distribution Management, 46(3), 283–303.

Venkatesh, Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.

Vessey, I., & Galletta, D. (1991). Cognitive fit: An empirical study of information acquisition. Information Systems Research, 2(1), 63–84. https://doi.org/10.1287/isre.2.1.63.CrossRef

Wang, Y.-S., & Liao, Y.-W. (2008). Assessing eGovernment systems success: A validation of the DeLone and McLean model of information systems success. Government Information Quarterly, 25(4), 717–733. https://doi.org/10.1016/J.GIQ.2007.06.002.CrossRef

Weaver, D., Viper, S., Latter, J., & McIntosh, P. C. (2010). Off campus students’ experiences collaborating online, using wikis. Australasian Journal of Educational Technology, 26(6).

Wixom, B. H., & Watson, H. J. (2001). An empirical investigation of the factors affecting data warehousing success. MIS Quarterly, 25(1), 17–41.

Wong, L.-H., Chen, W., Chai, C.-S., Chin, C.-K., & Gao, P. (2011). A blended collaborative writing approach for Chinese L2 primary school students. Australasian Journal of Educational Technology, 27(7).

Yaiesh, S. (2018). The ubiquitous invasion of social Media in Lifelong Learning in medical education : Review article. The Kuwait Medical Journal: KMJ: The Official Journal of the Kuwait Medical Association, 50(3), 271–277.

Yakubu, N., & Dasuki, S. (2018). Assessing eLearning systems success in Nigeria: An application of the DeLone and McLean information systems success model. Journal of Information Technology Education: Research, 17, 183–203 Retrieved from http://digitallibrary.aun.edu.ng:8080/xmlui/handle/123456789/526 Retrieved 17 March 2019.

Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M. (2018). The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311–319.

Titel: An empirical investigation into the perceived effectiveness of collaborative software for students’ projects
verfasst von: Felix Nti Koranteng
Francis K Sarsah
Eric Kuada
Samuel Adu Gyamfi
Publikationsdatum: 08.10.2019
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 2/2020
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-019-10011-7

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 2/2020

A behavioral intention model for SaaS-based collaboration services in higher education

Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

A review of the ICT subject implementation in schools: a perspective of Lusaka Province (Zambia)

Is Moodle or WhatsApp the preferred e-learning platform at a South African university? First-year students’ experiences

Examining the self-efficacy of teacher candidates’ lifelong learning key competences and educational technology standards

Are you ready? Self-determined learning readiness of language MOOC learners