网络在线学习外文文献翻译中英文.docx

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