Factors influencing students’ satisfaction in using wireless internet in higher education. Cross-validation of TSM

Date05 February 2018
Published date05 February 2018
DOIhttps://doi.org/10.1108/EL-07-2016-0150
Pages2-20
AuthorA.Y.M. Atiquil Islam,Magdalena Mo Ching Mok,Qian Xiuxiu,Chin Hai Leng
Subject MatterInformation & knowledge management,Information & communications technology,Internet
Factors inuencing students
satisfaction in using wireless
internet in higher education
Cross-validation of TSM
A.Y.M. Atiquil Islam
Faculty of Education, East China Normal University, Shanghai, China
Magdalena Mo Ching Mok
Assessment Research Centre, The Education University of Hong Kong,
Tai Po, Hong Kong
Qian Xiuxiu
Department of English Language and Literature,
International Islamic University Malaysia, Kuala Lumpur, Malaysia, and
Chin Hai Leng
Department of Curriculum and Instructional Technology, Faculty of Education,
University of Malaya, Kuala Lumpur, Malaysia
Abstract
Purpose In this age of exponentialknowledge growth, where wireless internet is playing a dominant role,
the concerned authorities of higher education have to ensure that this tool remains within the reach of the
students. However, there has been as yet little research indicatingits success in China. This paper aims to
examine factors that inuence studentssatisfaction (SAT) in using wireless internetin higher education for
the purpose of learning. The second aim of this study is to identify if gender has a moderating effect on
studentsSATin using wireless internet in higher education.
Design/methodology/approach Data from a total of 283 students from ve colleges of a
comprehensive public university in China (Foreign Language Studies, Business, Education, Biology and
Chemistry,and Mathematics and Engineering) were collected for thisstudy. The reliability and validity of the
measurement scale were established through a Rasch model using Winsteps version 3.94. The technology
satisfaction model (TSM) was validated applying structural equationmodelling (SEM) using AMOS to test
the causal relationshipsamong the constructs.
Findings The results of this study revealed that studentsSAT was directly inuenced by perceived
usefulness (PU) and ease of use of wireless internet. Besides, studentsperceived ease of use (PEU) and
usefulness were directly affectedby their computer self-efcacy. On the other hand, studentscomputer self-
efcacy had an indirect effecton their SAT mediated by ease of use and perceived usefulness, respectively.
The ndings also discoveredthat gender did exert effect as a moderating variable towardsstudentsSAT in
using wirelessinternet in higher education.
Practical implications The TSM was shown to be a useful model to measure studentsSATin using
wirelessinternet in a different culture.
The authors would like to express authorssincere appreciation and profound gratitude to Professor
Dr Zhang Quan of Jiaxing University, for giving authors permission to collect the appropriate data
and supporting this academic research at the international level. This work is supported by the Peak
Discipline Construction Project of Education at East China Normal University.
EL
36,1
2
Received20 July 2016
Revised5 December 2016
Accepted17 April 2017
TheElectronic Library
Vol.36 No. 1, 2018
pp. 2-20
© Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-07-2016-0150
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0264-0473.htm
Originality/value To achieve this aim, a TSMon the potential factors contributing to student SAT was
developed from the literature and validated in this study. Whereas, the TSM has been developed and
validatedin Malaysia.
Keywords Higher education, Rasch model, Structural equation modelling,
Technology satisfaction model, Wireless internet
Paper type Research paper
Introduction
The late twentieth century was a time of major changes in human history characterized by
the shift from the industrial age to the knowledge age wherein knowledge is created,
transferred, consumed and re-created at exponential rates. These changes were enabled by
rapid expansions in the internet and information and communication technologies (ICT).
The impacts of ICT have been observedin education, business, health, industry and almost
all other elds. Governments have also been impacted by changes brought about by the
digital era, and restructuringof country strategies to manage these changes has become one
of the top priorities of governments. This is particularly so in developing countries. In
conjunction with this undertaking, developing countries recognized that their long-term
target is to achieve an information culture by encouraging ICT access and by ensuring
diffusion of technologyservices to all citizens (Afacan et al.,2013).
In line with technological developments, there have been major changes in theeducation
sector. Notably, wireless internet technology is now widely available as an essential
educational resource invarious forms of electronic learning (e-learning) andmobile learning
(m-learning) in higher education in both developed and developing countries, including
Australia, Malaysia, Turkey, the UK and the USA (Alsabawy et al.,2013;Chuang et al.,
2015;Chun, 2014;Ilgaz and Gülbahar, 2015;Islam et al.,2015;Shin and Kang, 2015;Yu,
2015). Recent research found that many students are frequent users of internet -based
devices to facilitate knowledgeacquisition (Chang et al., 2014;Chuang et al.,2015;Kuo et al.,
2014). Numerous studies have identied empirical evidence in support of positive impacts
on students of learning through wirelessinternet, including physical mobility (Mohammadi,
2015), enhanced metacognition (Yu and Liu, 2014),opportunities offered for self-monitoring
and self-regulation in the learning process (Hamid et al.,2015), enhanced interaction with
lecturers (Hamid et al.,2015) and the exibility of being able to study anywhere anytime, a
feature important to adults, particularly women, in countries where, for cultural or other
reasons, they previously did not have access to traditional higher education (Ilgaz and
Gülbahar, 2015;Mohammadi,2015).
Despite ubiquitous wirelessinternet applications in higher education, however,there is a
dearth of research into contributing factors of wireless internet user satisfaction (SAT)
within the higher education context (Alsabawy et al.,2013;Ilgaz and Gülbahar, 2015;Kim-
Soon et al.,2014;Mohammadi, 2015). Research into student SAT and factors impacting
levels of SAT in using wireless internet-based learning resources is important for course
designers and educators, to target areas for change and improvement, so as to enhance the
quality of the learning environment by scientic, valid and reliable approaches (Alsabawy
et al., 2013;Ilgaz and Gülbahar,2015;Kuo et al.,2014). Learner SAT is an important outcome
and an indicator of onlineprogramme implementation (Kuo et al.,2014). Higher student SAT
was found to be associated with improved student retention, increased academic
persistence, higher use and adoptionrate and enhanced academic success in the programme
(Kim-Soon et al.,2014;Kuo et al.,2014;Liao and Hsieh, 2011). Hence, the primary aims of this
study are to examine factorsthat inuence student SAT in using wireless internet in higher
Factors
inuencing
students
satisfaction
3

To continue reading

Request your trial

VLEX uses login cookies to provide you with a better browsing experience. If you click on 'Accept' or continue browsing this site we consider that you accept our cookie policy. ACCEPT