网络在线学习外文文献翻译中英文.docx
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网络在线学习外文文献翻译中英文
网络在线学习外文翻译中英文
英文
Onlinelearning:
Adoption,continuance,andlearningoutcome—Areviewofliterature
RitanjaliPanigrahi,PraveenSrivastava,DheerajSharma
Abstract
TheuseofTechnologytofacilitatebetterlearningandtrainingisgainingmomentumworldwide,reducingthetemporalandspatialproblemsassociatedwithtraditionallearning.Despiteitsseveralbenefits,retainingstudentsinonlineplatformsischallenging.Throughaliteraturereviewofthefactorsaffectingadoption,thecontinuationoftechnologyuse,andlearningoutcomes,thispaperdiscussesanintegrationofonlinelearningwithvirtualcommunitiestofosterstudentengagementforobtainingbetterlearningoutcomes.Futuredirectionshavebeendiscussed,thefeedbackmechanismwhichisanantecedentofstudents’continuationintentionhasalotofscopestobestudiedinthevirtualcommunitycontext.TheuseofAppsinm-learningandtheuseofcloudservicescanboosttheeaseandaccessofonlinelearningtousersandorganizations.
Keywords:
Onlinelearning,Virtualcommunity,Technologyadoption,Technologycontinuation,Learningoutcome
Introduction
Onlinelearningandtrainingaregainingpopularityworldwide,reducingthetemporalandspatialproblemsassociatedwiththetraditionalformofeducation.Theprimaryfactorsbehindusingonlinelearningarenotonlytoimproveaccesstoeducationandtraining,andqualityoflearning,butalsotoreducethecostandimprovethecost-effectivenessofeducation(Bates,1997).Onlinelearningismainlyprovidedintwoways—insynchronousandasynchronousenvironments(Jolliffe,Ritter,&Stevens,2012).Thetimelagattributesofasynchronouslearningunlikesynchronouslearninginonlineplatformstaketheadvantageofaccessingmaterialsanytimeandanywhere,abilitytoreachagreatermassatthesametime,anduniformityofcontent.Onlinelearningalongwithface-to-facelearningissuccessfullyusedinindustryaswellasacademiawithpositiveoutcomes(Chang,2016).Thegeographicallydistributedteaminanorganizationcangettheirskilltrainingthroughonlineplatformsatthesametime,gainingagreaterlevelof competitiveness.Onlinelearningisalsobeneficialforstudentsastheycanlearnattheirownpacewiththeavailabilityofonlinematerials.Thee-learningmarketisbecomingpopularandwidelyadoptedbytheeducationsectorandindustry.Thegrowthofthee-learningmarketcanbedemonstratedbythefactthattheglobale-learningmarketisexpectedtoreach65.41billiondollarsby2023growingatacumulativeaveragegrowthrateof7.07%(ResearchandMarkets,2018a).Inadditiontothis,thegloballearningmanagementsystem(LMS)isexpectedtoincreasefrom5.05billionUSDin2016to18.44billionUSDby2025growingatarateof15.52%(ResearchandMarkets,2018b).
Despiteseveraladvantagesofonlinelearningsuchasimprovingaccesstoeducationandtraining,improvingthequalityoflearning,reducingthecostandimprovingthecost-effectivenessofeducation,retainingstudentsinsuchplatformsisakeychallengewithahighattritionrate(Pernaetal.,2014).Severalstrategiessuchasbriefing,buddying,andprovidingfeedbackontheplatformareproposedtoretainandengagestudents(Nazir,Davis,&Harris,2015).Itisalsonotedthatmoreself-disciplineisrequiredbystudentsinonlineeducation,unliketraditionalclassroomeducation(Allen&Seaman,2007).Keepingusersenrolledandengagedisachallengingjobasapersonaltouchbytheinstructorismissingorlimited.Thelearningengagementwhichisanimportantantecedentforlearningoutcomeislowerfortechnology-mediatedlearningthanface-to-facelearning(Hu&Hui,2012).Asahigheramountofmoneyisspentoninfrastructure,stafftraining,etc.,organizationsseektotakemaximumbenefitfromonlinelearningwhichrequiresanunderstandingofthefactorsthatdrivetheadoption,continuationintention,andlearningoutcomeofusersononlinelearningplatforms.Therefore,theprimaryfocusofresearchremainsonhowtoretainonlinelearningusers,andincreasetheefficiencyoftheonlinelearning.
Usersmaylearninsideandoutsidetheclassroom;insideclassroomlearningisthroughinstructorseitherfromface-to-face,pureonlineorblendedlearning(combinationofface-to-faceandpureonlinelearning)whereasoutsideclassroomlearningisconductedbyusersanytimeandanywhereaftertheclass.TheexponentialgrowthoftheInternethasenabledindividualstoshareinformation,participate,andcollaboratetolearnfromvirtualcommunities(VC)anytimeandanywhere(Rennie&Morrison,2013).Inavirtualcommunity,peopledoeverythingthattheydoinreallifebutleavingtheirbodiesbehind(Rheingold,2000).Virtualcommunitieskeepitsusersengagedbasedonfamiliarity,perceivedsimilarity,andtrustbycreatingasenseofbelongingness(Zhao,Lu,Wang,Chau,&Zhang,2012).Itisessentialtoassesstheroleofalessconstrainedinformalmodeoflearning(Davis&Fullerton,2016)likevirtualcommunitiesintheformallearningtoengageandretainstudents.
Discussion
Gettinganewideaadoptedevenwhenithasobviousadvantagesisoftenverydifficult(Rogers,2003).Consistentwiththepreviousstatement,despitetheadvantagesofonlinelearningsuchasimprovingaccessibility,quality,andreducingcost,ithasalongwaytogotobeadoptedandusedbyorganizationsbecauseoftheresistanceatdifferentlevels(Hanley,2018).Thereasonsforresistancesofferedbytheemployeesinanorganizationsincludeperceivedpoorfocusofthee-learninginitiative,lackoftimetolearnnewwayofworking,toomuchefforttochange,lackofawareness,andresistancetochange(Alietal.,2016; Hanley,2018).Itiscrucialfromaninstitutionalpointofviewtoovercometheresistancetoadoptandimplementtheonlinelearningsystemssuccessfully.
Understandingthefactorsofonlinelearningadoption,continuationuseintention,andlearningoutcomesarevitalforane-learningplatformprovidingorganizationbecausethesuccessoftheplatformdependsonthesuccessfuladoption,continuationuse,andfinallyachievingthedesiredoutcomes.Fromtheliterature,itisfoundthatthenationalcultureaffectstheadoptionandmoderatestherelationshipbetweenvariablesofadoptionanduse.Therefore,theresultsofadoptionanduseoftechnologymightdifferindifferentcountieswithdifferentculturaldimensions.Atabroaderlevel,theperceivedcharacteristicsofinnovation(ofonlinelearning)suchasrelativeadvantage,compatibility,complexity,trialability,andobservabilityplayasignificantroleinadoption.Atanindividuallevel,theprimaryfactorsofadoptionaretheindividualexpectanciessuchastheperceivedusefulness,perceivedeaseofuse,perceivedenjoyment,performanceexpectancy,effortexpectancy,etc.,andtheexternalinfluencessuchassubjectivenorm,socialnorms,surroundingconditions,nationalculture,socialnetworkcharacteristic,etc.Ontheotherhand,theprimaryfactorsofcontinuationoftechnologyusearetheexperiencesoftheindividualsinthetechnologysuchassatisfaction,confirmation,self-efficacy,flow,trust,we-intention,senseofbelongingness,immersion,ISqualities,etc.Theperceivedusefulnessandperceivedeaseofusearefoundtobevitalforboththetechnologyadoptionandcontinuationuse.Thisimpliesthattheusefulnessofthetechnologyandhoweasythetechnologytousedeterminestheadoptionandcontinuationoftechnology.Apartfromthesetechnologyenablers,theplatformprovidersshouldconsiderthetechnologyinhibitorswhichnegativelyimpacttheacceptanceofthetechnology.Thefactorsofthelearningoutcomessuchasself-efficacy,virtualcompetence,engagement,designinterventions,etc.shouldbeconsideredbeforedesigninganddeliveringthecontentintheonlinelearningplatformtoachieveoptimumlearningoutcomes.Thelearners’intentiontousefulle-learningindevelopingcountriesdependsonthelearners’characteristics,andlearners’adoptionofblendedlearning(Al-Busaidi,2013).Studiesforexampleby Verbertetal.(2014) haveshownthatblendedlearningyieldsthebestoutcomeintermsofgradewhenstudentslearninonline collaborativelearning withteacher’sinitiationandfeedback.Onthecontrary,somestudieshaveshownthatcontentssuchasbusinessgamesdonotneedtheinteractionwiththeinstructor;infact,theyarenegativelyrelatedtoperceivedlearning(Proserpio&Magni,2012).MOOC(MassiveOpenOnlineCourse)usershaveorganizedface-to-facemeetingstofulfilltheirbelongingnessorsocialconnectednessasapartoftheirlearningactivity(Bulger,Bright,&Cobo,2015).Thisindicatesthatnoteveryoneisgoodwithadigitizedformoflearning,andhencebothface-to-faceandonlinecomponentsshouldbeintegratedforbetteroutcomes.
Lackofhumanconnectionisoneofthelimitationsofonlinelearning(Graham,2006)whichmayreducethesatisfactionlevel.Toaddressthislimitation,personalizationfunctionsofe-learningsystemsbegan.Thesatisfactionlevel,perceivedandactualperformance,self-efficacyscoresincreaseinpersonalizedonlinelearningwherelearningmaterialsareprovidedaccordingtothecognitivecapabilityandstyleofeachindividual(Xu,Huang,Wang,&Heales,2014).Althoughpersonalizationofe-learningsystemsisbeneficial,theyaresociallyandethicallyharmful,andspecialattentionshouldbegiventoissuessuchasprivacycompromisation,lackofcontrol,thecommodificationofeducation,andreducedindividualcapability(Ashmanetal.,2014).Personale-learningsystemscollectuserinformationtounderstandtheusers’interestsandrequirementsforthelearningwhichviolate