Browsing by Author "Xiang, Chaochu"
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ItemDeterminants of postgraduate students of fine arts' satisfaction and performance of e-Learning in Chengdu region of ChinaPurpose: The purpose of this study is to investigate the determinants of e-learning satisfaction and performance of fine arts’ postgraduate students in five universities in Chengdu, China. The conceptual framework proposed causal relationships between self-efficacy, perceived usefulness, perceived ease of use, compatibility, task-technology fit, satisfaction, and performance. Research design, data, and methods: The researchers used quantitative methods to distributing questionnaires to 500 respondents via offline and online channels. Judgmental, quota and convenience samplings were employed to collect the data. Before the large-scale data collection, Item Objective Congruence (IOC) Index was applied confirm content validity, and Cronbach’s Alpha reliability test was used to approve all constructs in a pilot test of 30 participants. The data were analyzed by confirmatory factor analysis and structural equation modeling to verify the goodness of fit of the model and to confirm the causal relationships between variables for hypotheses testing. Results: Perceived ease of use significant affected satisfaction and perceived usefulness. The relationship between self-efficacy, perceived ease of use and perceived usefulness was supported. Compatibility and task-technology fit significantly affected student satisfaction. Furthermore, satisfaction is a predictor of performance. Conclusion: This study recommends that office of academic affairs in higher education should improve e-learning system in order to enhance student satisfaction and performance.
ItemImpacting factors of postgraduates' behavioral intention and satisfaction in using online learning in Chengdu UniversityPurpose: The study aims to investigate impacting factors of behavioral intention and satisfaction of postgraduate students in using online learning based on Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Information Systems Success (ISS). Research design, data and methodology: A quantitative method was applied to distribute questionnaire to 500 students of Chengdu University of China. Judgmental sampling, stratified random sampling, and convenience sampling were used as sampling techniques. Prior to data collection, item objective congruence (IOC) and Cronbach’s Alpha reliability test were used to validate the data. For the data analysis, confirmatory factor analysis (CFA) and structural equation model (SEM) were employed to measure factor loading, reliability, validity and goodness of fit indices. Results: Behavioral Intention had the strongest significant effect on satisfaction, followed by social Influence, perceived ease of use, effort expectancy, perceived usefulness on behavioral intention. Additionally, perceived ease of use significantly affected on perceived usefulness. In opposite, the relationship between self-efficacy and behavioral intention was not supported. Conclusions: Academic researchers and school leaders would adapt the important factors impacting behavioral intention and satisfaction in the selection of online learning system to meet student’s needs and their learning objectives.
ItemInvestigation on satisfaction and performance of online education among fine arts major undergraduates in Chengdu Public UniversityPurpose: This research investigates factors affecting satisfaction and performance of online education among undergraduate fine art students in three public universities in Chengdu, China. The variables include perceived usefulness, perceived ease of use, self-efficacy, task-technology fit, compatibility, satisfaction and performance. Research design, data, and methods: Through a quantitative research approach, questionnaires were distributed via online and offline channels to 500 target respondents. Judgmental, quota and convenience samplings were used to collect the data. The data previously examined by Item Objective Congruence (IOC) Index to confirm content validity, and by Cronbach’s Alpha coefficient value to approve constructs’ reliability in a pilot test of 30 participants. Statistical analysis involves confirmatory factor analysis (CFA) and structural equation model (SEM), including the test of factor loadings, validity, reliability and goodness of fit model. Results: The results showed that perceived ease of use significant affected satisfaction and perceived usefulness. The relationship between self-efficacy, perceived ease of use and perceived usefulness was supported. Compatibility and task-technology fit significantly affected student satisfaction. Furthermore, satisfaction is a predictor of performance. Conclusion: For online education providers, the system should be designed to be easy, useful, self-control, compatibility and task-fit to gain higher student satisfaction and performance.