1、网络在线学习外文翻译中英文英文Onlinelearning:Adoption,continuance,andlearningoutcome-AreviewofliteratureRitanjaliPanigrahi,PraveenSrivastava,DheerajSharmaAbstractTheuseofTechnologytofacilitatebetterlearningandtrainingisgainingmomentumworldwide,reducingthetemporalandspatialproblems
2、associatedwithtraditionallearning.Despiteitsseveralbenefits,retainingstudentsinonlineplatformsischallenging.Throughaliteraturereviewofthefactorsaffectingadoption,thecontinuationoftechnologyuse,andlearningoutcomes,thispaperdiscussesanintegrationofonlinelearning
3、withvirtualcommunitiestofosterstudentengagementforobtainingbetterlearningoutcomes.Futuredirectionshavebeendiscussed,thefeedbackmechanismwhichisanantecedentofstudentscontinuationintentionhasalotofscopestobestudiedinthevirtualcommunitycontext.TheuseofApps
4、inm-learningandtheuseofcloudservicescanboosttheeaseandaccessofonlinelearningtousersandorganizations.Keywords:Onlinelearning,Virtualcommunity,Technologyadoption,Technologycontinuation,LearningoutcomeIntroductionOnlinelearningandtrainingaregainingpopularityworldwi
5、de,reducingthetemporalandspatialproblemsassociatedwiththetraditionalformofeducation.Theprimaryfactorsbehindusingonlinelearningarenotonlytoimproveaccesstoeducationandtraining,andqualityoflearning,butalsotoreducethecostandimprovethecost-effectivenessofeduc
6、ation(Bates,1997).Onlinelearningismainlyprovidedintwoways-insynchronousandasynchronousenvironments(Jolliffe,Ritter,&Stevens,2012).Thetimelagattributesofasynchronouslearningunlikesynchronouslearninginonlineplatformstaketheadvantageofaccessingmaterialsanytimeand
7、anywhere,abilitytoreachagreatermassatthesametime,anduniformityofcontent.Onlinelearningalongwithface-to-facelearningissuccessfully培训等方面花费了更多的资金，组织寻求从在线学习中获得最大的收益，在线学习需要了解驱动在线学习平台上用户的采用，持续意图和学习结果的因素。因此，研究的主要重点仍然在于如何留住在线学习用户并提高在线学习效率。用户可以在教室内外学习；内部课堂学习是通过讲师进行面对面，纯在线或混合式学习(面对面
10、，继续使用并最终实现所需的结果。从文献中发现，民族文化影响收养并缓和了收养和使用变量之间的关系。因此，技术的采用和使用结果在不同文化规模的地区可能会有所不同。在更广泛的层面上,(在线学习的)创新的感知特征(例如相对优势，兼容性，复杂性，可试用性和可观察性)在采用中起着重要作用。在个人层面上，采用的主要因素是个人期望，例如感知的有用性，感知的易用性，感知的享受，预期的绩效，预期的努力等,以及外部影响，例如主观规范，社会规范，周围环境条件，民族文化，社会网络特征等。另一方面，继续使用技术的主要因素是个人对技术的体验，例如满意度，确认，自我效能，流程，信任，我们的意图，归属感，沉浸感
11、，IS10质量等。人们发现感知的有用性和感知的易用性对于技术的采用和持续使用都至关重要。这意味着技术的实用性和技术的易用性决定了技术的采用和延续。除了这些技术支持因素之外，平台提供商还应考虑对技术接受度产生负面影响的技术抑制因素。在设计和交付在线学习平台中的内容以实现最正确学习效果之前，应考虑学习效果的因素，例如自我效能感，虚拟能力，参与度，设计干预等。学习者在开展中国家使用全面电子学习的意愿取决于学习者的特征以及学习者对混合学习的采用(Al-Busaidi,2013年)。例如，Verbert等人(2014)的研究的研究说明，当学生在老师的启迪和反应的情况下进行在线协作学习时，
15、习的机会。移动学习对于在偏远地区和开展中国家接受教育更为有益。组织中的M学习成功与否取决于技术，因素，组织，人员和教学因素(Krotov,2015)o学生采用了一系列移动技术，例如笔记本电脑，智能手机和平板电脑来支持非正式学习(Murphy,Farley,Lane,Hafeez-Baig和Carter,2014年)。通过移动设备学习既带来机遇，也带来挑战。它提供了学习的灵活性，另一方面，对于那些没有连接性和访问这些设备的人来说，这是一个限制。在以学生为中心的学习中，特别是基于协作和基于工程的学习中，可以通过移动应用程序来促进移动设备的使用(Leinonen,Keune,
16、Veermans和Toikkanen,2014年)。移动应用程序的使用以及老师的指导将反思融入了课堂学习中(Leinonen等，2014)。云计算为组织提供了一种增强IT能力的方法，而无需在基础架构或软件上进行大量投资。云计算的优势在于低本钱，可伸缩性，集中式数据存储，无需用户维护(无需软件)，易于监控，可用性和恢复，并且挑战包括需要快速和可靠的Internet访问以及隐私和平安性问题(ElMhouti,Erradi和Nasseh,2018年)。在电子学习中采用云计算的主要因素是易用性，实用性和平安性(Kayali,Safie和&Mukhtar,2016年)。教育机构内
18、反应以及在线学习的学生的成绩要比没有反应的学生要好(Tsai,2013),并且与教育者相比，学生对反应系统的看法要积极得多(Debuse&Lawley,2016)。尽管即时12反应是流动的维度之一(Csikszentmihalyi,2014),但尚未在风险投资背景下研究该因素。对于管理人员来说，检查社区帖子的反应是否能够促进成员的延续意图至关重要，他们应该设计鼓励提供反应的用户界面。其次，是时候与VC一起开发正式学习(在线和混合)的集成模型来促进学生的参与了。非正式学习本身并不局限于知识体系，而是人们通过实践社区，网络，其他形式等进行互动的结果(Rennie&Mas
20、励其学生和员工参加风险投资。第三，移动设备采用率的增长扩大了电子学习平台的领域。通过移动平台将虚拟社区与在线学习相集成可以促进学生的参与度，从而获得更高的学习成果。第四，云计算在解决因在线学习中用户，内容和资源数量增加而引起的可伸缩性问题方面具有巨大潜力。此外，就访问的便捷性，灵活性和较低的本钱而言，它可以为组织和用户带来巨大的好处。尽管一些研究涵盖了教育和教学过程中的云计算基础设施，但针对教育的云计算的实证研究非常浅薄(Baldassarre,Caivano,Dimauro,Gentile和Visaggio,2018年)。由于移动设备通常受存储空间的限制，因此邀请
21、未来的研究人员对云计算和移动学习的集成进行有效的研究，以了解影响学习结果的因素。结论了解在线平台中电子学习的采用，持续性和学习成果的前提，对于确保技术在学习中的成功实施和实现最大收益至关重要。这项研究说明，诸如PU,PEoU,PE,文化，态度，主观规范，系统和信息抑制因素等因素有助于技术的采用。诸如满意度，确认，用户参与，系统质量，信息质量，反应，自我效能，社会认同，感知收益等因素决定了技术使用的持续性。这意味着采用的因素，并且继续意图各不相同；系统的态度和实用性对于采用至关重要，而环境中的经验和满意度会导致持续的意图。从文献中还发现，学习结果取决于自我效能感，协作学习，13
22、团队凝聚力，技术适应性，学习参与度，自我调节，兴趣等。本研究的贡献可以概括为：了解在线环境中采用，持续性，学习成果的研究因素，以及为教育者和管理者提供未来研究方向，以在在线平台上成功实施技术以最大程度地发挥作用。14usedinindustryaswellasacademiawithpositiveoutcomes(Chang,2016).Thegeographicallydistributedteaminanorganizationcangettheirskilltrainingthroughonlineplatformsatth
23、esametime,gainingagreaterlevelofcompetitiveness.Onlinelearningisalsobeneficialforstudentsastheycanlearnattheirownpacewiththeavailabilityofonlinematerials.Thee-learningmarketisbecomingpopularandwidelyadoptedbytheeducationsectorandindustry.Thegrowthofthe
24、e-learningmarketcanbedemonstratedbythefactthattheglobale-learningmarketisexpectedtoreach65.41billiondollarsby2023growingatacumulativeaveragegrowthrateof7.07%(ResearchandMarkets,2018a).Inadditiontothis,thegloballearningmanagementsystem(LMS)isexpectedto
25、increasefrom5.05billionUSDin2016to18.44billionUSDby2025growingatarateof15.52%(ResearchandMarkets,2018b).Despiteseveraladvantagesofonlinelearningsuchasimprovingaccesstoeducationandtraining,improvingthequalityoflearning,reducingthecostandimprovingthecost-
26、effectivenessofeducation,retainingstudentsinsuchplatformsisakeychallengewithahighattritionrate(Pernaetal.,2014).Severalstrategiessuchasbriefing,buddying,andprovidingfeedbackontheplatformareproposedtoretainandengagestudents(Nazir,Davis,&Harris,2015).Itis
27、alsonotedthatmoreselfdisciplineisrequiredbystudentsinonlineeducation,unliketraditionalclassroomeducation(Allen&Seaman,2007).Keepingusersenrolledandengagedisachallengingjobasapersonaltouchbytheinstructorismissingorlimited.Thelearningengagementwhichisanimp
28、ortantantecedentforlearningoutcomeislowerfortechnology-mediatedlearningthanface-to-facelearning(Hu&Hui,2012).Asahigheramountofmoneyisspentoninfrastructure,stafftraining,etc.,organizationsseektotakemaximumbenefitfromonlinelearningwhichrequiresanunderstanding
29、ofthefactorsthatdrivetheadoption,continuationintention,andlearningoutcomeofusersononlinelearningplatforms.Therefore,theprimaryfocusofresearchremainsonhowtoretainonlinelearningusers,andincreasetheefficiencyoftheonlinelearning.Usersmaylearninsideandoutsidet
30、heclassroom;insideclassroomlearningis2throughinstructorseitherfromface-to-face,pureonlineorblendedlearning(combinationofface-to-faceandpureonlinelearning)whereasoutsideclassroomlearningisconductedbyusersanytimeandanywhereaftertheclass.Theexponentialgrowthofth
31、eInternethasenabledindividualstoshareinformation,participate,andcollaboratetolearnfromvirtualcommunities(VC)anytimeandanywhere(Rennie&Morrison,2013).Inavirtualcommunity,peopledoeverythingthattheydoinreallifebutleavingtheirbodiesbehind(Rheingold,2000).Virtu
32、alcommunitieskeepitsusersengagedbasedonfamiliarity,perceivedsimilarity,andtrustbycreatingasenseofbelongingness(Zhao,Lu,Wang,Chau,&Zhang,2012).Itisessentialtoassesstheroleofalessconstrainedinformalmodeoflearning(Davis&Fullerton,2016)likevirtualcommunitie
33、sintheformallearningtoengageandretainstudents.DiscussionGettinganewideaadoptedevenwhenithasobviousadvantagesisoftenverydifficult(Rogers,2003).Consistentwiththepreviousstatement,despitetheadvantagesofonlinelearningsuchasimprovingaccessibility,quality,andredu
34、cingcost,ithasalongwaytogotobeadoptedandusedbyorganizationsbecauseoftheresistanceatdifferentlevels(Hanley,2018).Thereasonsforresistancesofferedbytheemployeesinanorganizationsincludeperceivedpoorfocusofthee-learninginitiative,lackoftimetolearnnewwayo
35、fworking,toomuchefforttochange,lackofawareness,andresistancetochange(Alietal.,2016;Hanley,2018).Itiscrucialfromaninstitutionalpointofviewtoovercometheresistancetoadoptandimplementtheonlinelearningsystemssuccessfully.Understandingthefactorsofonlinelearnin
36、gadoption,continuationuseintention,andlearningoutcomesarevitalforane-learningplatformprovidingorganizationbecausethesuccessoftheplatformdependsonthesuccessfuladoption,continuationuse,andfinallyachievingthedesiredoutcomes.Fromtheliterature,itisfoundthatthena
37、tionalcultureaffectstheadoptionandmoderatestherelationshipbetweenvariablesofadoptionanduse.Therefore,theresultsofadoptionanduseoftechnologymightdifferindifferentcountieswithdifferentculturaldimensions.Atabroaderlevel,theperceivedcharacteristicsofinnovation(o
38、fonlinelearning)suchasrelativeadvantage,compatibility,complexity,trialability,andobservabilityplayasignificantroleinadoption.Atanindividuallevel,theprimaryfactorsofadoptionaretheindividualexpectanciessuchastheperceivedusefulness,perceivedeaseofuse,perceiveden
39、joyment,performanceexpectancy,effortexpectancy,etc.,andtheexternalinfluencessuchassubjectivenorm,socialnorms,surroundingconditions,nationalculture,socialnetworkcharacteristic,etc.Ontheotherhand,theprimaryfactorsofcontinuationoftechnologyusearetheexperiencesoft
40、heindividualsinthetechnologysuchassatisfaction,confirmation,self-efficacy,flow,trust,we-intention,senseofbelongingness,immersion,ISqualities,etc.Theperceivedusefulnessandperceivedeaseofusearefoundtobevitalforboththetechnologyadoptionandcontinuationuse.Thisim
41、pliesthattheusefulnessofthetechnologyandhoweasythetechnologytousedeterminestheadoptionandcontinuationoftechnology.Apartfromthesetechnologyenablers,theplatformprovidersshouldconsiderthetechnologyinhibitorswhichnegativelyimpacttheacceptanceofthetechnology.The
42、factorsofthelearningoutcomessuchasself-efficacy,virtualcompetence,engagement,designinterventions,etc.shouldbeconsideredbeforedesigninganddeliveringthecontentintheonlinelearningplatformtoachieveoptimumlearningoutcomes.Thelearners9intentiontousefulle-leamingind
43、evelopingcountriesdependsonthelearners9characteristics,andlearners9adoptionofblendedlearning(Al-Busaidi,2013).StudiesforexamplebyVerbertetaL(2014)haveshownthatblendedlearningyieldsthebestoutcomeintermsofgradewhenstudentslearninonlinecollaborativelearningwi
44、thteachersinitiationandfeedback.Onthecontrary,somestudieshaveshownthatcontentssuchasbusinessgamesdonotneedtheinteractionwiththeinstructor;infact,theyarenegativelyrelatedtoperceivedlearning(Proserpio&Magni,2012).MOOC(MassiveOpenOnlineCourse)usershaveorgan
45、izedface-to-facemeetingstofulfilltheirbelongingnessorsocialconnectednessasapartoftheirlearningactivity(Bulger,Bright,&Cobo,2015).Thisindicatesthatnoteveryoneisgoodwithadigitizedformoflearning,andhencebothface-to-faceandonlinecomponentsshouldbeintegratedfo
46、rbetteroutcomes.Lackofhumanconnectionisoneofthelimitationsofonlinelearning(Graham,2006)whichmayreducethesatisfactionlevel.Toaddressthislimitation,personalizationfunctionsofe-learningsystemsbegan.Thesatisfactionlevel,perceivedandactualperformance,self-efficacysc
47、oresincreaseinpersonalizedonlinelearningwherelearningmaterialsareprovidedaccordingtothecognitivecapabilityandstyleofeachindividual(Xu,Huang,Wang,&Heales,2014).Althoughpersonalizationofe-learningsystemsisbeneficial,theyaresociallyandethicallyharmful,andspecial
48、attentionshouldbegiventoissuessuchasprivacycompromisation,lackofcontrol,thecommodificationofeducation,andreducedindividualcapability(Ashmanetal.,2014).Personale-learningsystemscollectuserinformationtounderstandtheusersinterestsandrequirementsforthelearningwh
49、ichviolatestheprivacyofindividuals.Thesystemutilizestheuserinformationtoshowthepersonalcontentwheretheindividualsdonothavecontroloverthelearningcontent.Hencetheyarelimitedtocertainpersonalcontentswhichreducetheirindividualcapabilities.Studies,forexample,Zha
50、oetal.(2012)haveshownthatVCscreateasenseofbelongingnessandkeepsthemembersengagedwhichresultsinimprovingthelearningoutcome,anduserswithsameagegroupsarelesslikelytoattrite(Freitasetal.,2015).Studieshaveshownthatengagementispromotedwhencriteriasuchaspr
51、oblem-centriclearningwithclearexpositions,peerinteraction,activelearning,instructoraccessibilityandpassion,andusinghelpfulcourseresourcesaremet(Hew,2015).Socialinteractionsthroughsocialnetworkingproduceanintangibleassetknownassocialcapital(Coleman,1988)intermso
52、fthetrust,collectiveaction,andcommunication.Socialcapitalispositivelyrelatedtoonlinelearningsatisfactioningroupinteractions,classinteractions,learner-instructorinteractions,aswellasincreasingstudents9e-learningperformanceingroups(Lu,Yang,&Yu,2013).Thecontinuousd
53、evelopmentofmobiletechnologyhasexpandedtheopportunitytolearnfrommobiledevicesanywhere,anytime.M-Learningismuchmorebeneficialforaccessingeducationinremoteareasanddevelopingcountries.ThesuccessofM-learninginorganizationsdependsonorganizational,people,andpedagog
54、icalfactorsapartfromtechnologicalfactors(Krotov,2015).Arangeofmobiletechnologiessuchaslaptops,smartphones,andtabletsareembracedbystudentstosupportinformallearning(Murphy,Farley,Lane,Hafeez-Baig,&Carter,2014).Learningthroughmobiledevicesposesbothopportunitiesa
55、swellaschallenges;itprovidesflexibilityinlearning,ontheotherhand,itisalimitationforthosewhodonothaveconnectivityandaccesstothesedevices.Instudent-centeredlearningespeciallycollaborativeandproject-basedlearning,theuseofmobiledevicescanbepromotedbythemobi
56、leapps(Leinonen,Keune,Veermans,&Toikkanen,2014).Theuseofmobileappsalongwithguidancefromteachersintegratesreflectionintheclassroomlearning(Leinonenetal.,2014).CloudcomputingprovidesorganizationswithawaytoenhancetheirITcapabilitieswithoutahugeinvestmentininf
57、rastructureorsoftware.Thebenefitsofcloudcomputingarelowcost,scalability,centralizeddatastorage,nomaintenancefromuserside(nosoftwareneeded),easymonitoring,availabilityandrecovery,andthechallengesincludeitrequiresfastandreliableinternetaccess,andprivacyandsecu
58、rityissues(ElMhouti,Erradi,&Nasseh,2018).Theprimaryfactorsforadoptionofcloudcomputingine-learningareeaseofuse,usefulness,andsecurity(Kayali,Safie,&Mukhtar,2016).Privatecloudinsideeducationalinstitutescanacquiretheadditionalbenefitsinnon-compromisingthesecur
59、ityanddataprivacyconcernsassociatedwithcloudcomputing(Mousannif,Khalil,&Kotsis,2013).Cloudcomputingprovidessupporttotheonlinelearningplatformstostoreandprocesstheenormousamountofdatagenerated.Theproblemofmanagingtheincreasinggrowthofonlineusers,contents,an
60、dresourcescanberesolvedbyusingcloudcomputingservices(Fernandez,Peralta,Herrera,&Benitez,2012).FuturedirectionsFuturedirectionsofresearchinonlinelearningareasfollows:First,thefeedbackmechanismusedinonlinelearningininstitutionshasnotbeenusedtomeasurethecontin