Tzung-I Tang

Department of Information and Electronic Commerce

Kai Nan University, No.1 Kainan Rd., Luchu Shiang, Taoyuan, Taiwan 338

Tel: +886-3-3412500 ext. 1121

E-mail: michael@mail.knu.edu.tw

System satisfaction and system acceptance is always a critical issue for resource management scholars, and researchers have carried out many studies from different perspectives. Some claim that the interaction within groups and the interaction between groups and their systems are the essential factors that influence the system performance (Poole and DeSantics, 1990). This research examines the system appropriation from a group user interactive view and discusses the system satisfaction and system acceptance. It is based on the adaptive structuring theory, combined with the elements of long-distance education and its related theories. Thereby, it constructs a research model of factors influencing the satisfaction and acceptance of a long-distance education system and finally verifies the hypotheses by the empirical information. The results show that all the variables in scientific and technological aspect except for system reliability have positive relationships with system appropriation, and all the relationships derived from the teachers, students and courses in the group structure have positive relationships with system appropriation. Thus it supports the adaptive structuring theory that the interaction between scientific and technological aspect and group structure exerts an impact on the system appropriation and system performance.

System satisfaction and system acceptance is always a critical issue for resource management scholars, and many studies have been carried out on the issue of system acceptance from the perspective of user attitudes and beliefs (Davis, 1989; Davis, et al, 1989; Doll and Torkzadeh, 1988). Other scholars have examined the relationship between system acceptance and task performance from the perspective of task/science and technology cooperation (Goodhue and Thompson, 1995), taking the cooperation between information system and task demand as an important factor that influence system appropriation and task performance.

As science, technology and network develop prosperously, many systems oriented group activities such as decision-making support systems, or e-conference systems are being developed and applied. However, not all the group software brings better performance, as shown by some researchers, who found that a certain degree of damage is caused due to the resistance from staff. Some scholars conclude that the interaction among the groups and the interaction between group and system are the important factors that influence the system performance (Poole and DeSantics, 1990; DeSantics and Poole, 1994; Gopal, et al., 1992-3).

This research is based on a group interaction perspective in order to discuss the system appropriation by group users and examine the system acceptance and satisfaction. The following parts of this study are: (1) reference documents such as the adaptive structuring theory, definition of long-distance education, elements of long-distance study, social learning theory, the impact exerted on computer mediated communication study by group characteristics, etc.; (2) the model, definition of variables, hypotheses and major steps of this research; (3) verification of the model, including the analysis of inter-scorers reliability and validity, verification of hypotheses, etc.; and (45) verification results, conclusions and suggestions.

Literature Review

As proposed by Poole and DeSanctics (1990) in the adaptive structuring theory, the group users’ cognition towards science and technology is the outcome of group appropriation rather than reaction to the scientific and technological characteristics such as reliability or functional characteristics. Long-distance education is a course of study using information science and technology, especially computer-mediated communication.

Adaptive structuring theory, an extension of Giddens (1979) structuring theory as proposed by Poole and DeSanctics (1990), explores the structure of social activities and how social resources and rules participate in them, and analyzes how information science and technology applications in supporting the group activities in a group interactive view.

In this theory, the group outcome does not derive from variables such as science, technology or tasks, but reflects the result of appropriating science, technology and related resources in the group. Appropriation can be interpreted as structuration, meaning the manner of appropriating structure in the group activities. Structuration is the structural produce and is reproduced in the course of group interaction.

The difference between structure and system is examined by Giddens (1979). System is a social entity such as a group, engaging in activities and producing social relationship model such as the group or organization hierarchy. In contrast, structure is the rules and resources adopted to produce and maintain the system (Poole, DeSanctis, 1990).

According to Dohmen (1967), long-distance education is a systematic self-study in which teachers provide consulting service and teaching materials, guarantee the security and supervise the students. Media is indispensable in this manner of study. Direct education or face-to-face education is its opposite form since there is direct contact between teachers and students.

Peters (1973) defines long-distance education as a method of teaching the skills and attitudes of knowledge achieved by rational application of human resources, organizational principles and heavy use of science and technology. The key to this lies in the use of high quality teaching materials that enable the teaching of more students at the same time. This features in a technological model of teaching and learning.

After a comprehensive examination of the various definitions, Keegan (1986) presents his view of the six elements that constitute long-distance education: (1) teachers and students do not meet each other face-to-face; (2) there is an impact from the school, so it is not total self-study; (3) scientific and technological media are employed, so teaching materials are delivered and teachers and students are linked; (4) dialogue is permitted through bi-directional communication; (5) brief face-to-face teaching may occur allowed; (6) a technological teaching method is adopted.

The teaching-learning situation includes four elements, are proposed by Wedemeyer: teacher, student, communication system or model and course (Keegan, 1990; Simonson, et al. 1999). Various combinations of these may accommodate spatial distance better and give more freedom to learners. The model in Figure 2-1 combines these four elements in a manner that suits better spatial distance. The advantages lie in that the teaching flow meets the demand of any place, any time, as well as giving lessons to one student or more and providing more freedom to the learners, according to Wedemeyer. Three kinds of freedom can be obtained from this model:

< Each student can set his/her own since the study can be adjusted individually.

< Each student has the freedom to choose any course, so the study is personalized.

< Students have the right to set their own goals and participate in their chosen activities.

Communication model

/ Media

Figure 2-1: Teaching-learning situation model for long-distance education (Keegan, 1990)

Developed by Bandura (1979), social learning theory has a framework wherein there is a mutual and reciprocal interactive relationship between personal cognitive or other personal factors and behavioral factors and environmental factors. Personal behavior is the outcome of mutual interaction of these factors. Figure 2-2 exhibits the triadic reciprocal relationship in social learning theory (Compeau et al. 1995, Money, 1995-6).

Individual

Environment Behavior

Figure 2-2: The triad of reciprocal determinism in social learning theory

The environment influences personal life, also influencing behavior in certain situations, and these behaviors in turn influence the environment. This is called triadic reciprocality (Compeau et al. 1995).

Fishman (1999) considers that student characteristics exert a significant impact on computer mediated communication activities, including the students’ former experience and skills with computers or other CMC tools, their fear of communication, self-efficacy with computers, educational background of parents and student’s gender.

According to student’ meta-cognition, system orientation, self-efficacy with computers, former system experience and knowledge, as well as former discipline knowledge, are the five elements that influence computer mediated communication study (Hill 1997). In addition, Nelson (1990) claims that the personal characteristics that influence the application of information science and technology include personal cognition, personal preference, motivation and skill.

In long-distance education, the course design should consider teaching design and media teaching materials design and operate according to a scientific and technological model. A course is a multi-attribute idea that includes disciplines (history, mathematics, etc.), materials, level and size (Hiltz, 1993). There are also multiple dimensions in the course level (primary, medium or high level), disciplines (mathematics, arts, etc.), class size, content and design of courses, etc. Moore insists that the course design and teaching materials graphical design are indispensable in long-distance education since the teaching is displayed through distance media and is technologically delivered.

Based on the discussions above, this research uses the scientific and technological characteristics, teacher, student and course as independent variables; the system devotedness, system co-cognitive and the attitude towards the system in the appropriation as intermediary variables; and course satisfaction and system satisfaction with the system outcome as dependent variables.

Scientific and technological aspect:

Figure 3-1 shows the research model. According to the research by Webster (1997) on the benefits of long-distance education transmitted by scientific and technological media, the scientific and technological characteristics can be evaluated by media richness, as well as technological quality and reliability. Arbaugh (2000) considers that view that the resilience provided by a system is a factor in students’ adoption of long-distance education. Thus media richness, system reliability, system resilience and scientific and technological quality are used to weigh the technological aspect.

Here, the student aspect indicates individual study. Individuals fulfill tasks through technological methods, according to task/scientific and technology cooperation model. The individual characteristics include training, computer experience and motivation. In this paper the exact meaning of this aspect is to help students to finish the study (task) through long-distance education system (technology).

Student-related characteristics include computer self-efficacy, previous computer experience and study motivation. Computer self-efficacy is the personal cognition of individual’s own capability to fulfill tasks by computer. In this research it is used to replace training. Thus computer self-efficacy, former computer experience and study motivation are used to weigh the student aspect.

Tuition means that certain teachers give course-related lessons or support to certain learners by referring to prepared teaching materials (Thorpe, 1993). Hiltz (1993) considers that the student performance is a reflection of the study motivation and the students’ own capability, as well as the teaching skills and level of effort from teachers. Teaching skills, especially the encouragement for interactive study, influence the student performance (Webster, 1993). Thus teaching skills and level of effort are used to weigh the teacher aspect.

Course is a multi-attribute concept that includes disciplines (history, mathematics, etc.), materials, level (primary, medium or high level) and size (Hiltz, 1993). The course design and teaching materials’ graphic design are indispensable in long-distance education since the teaching is presented through media and delivered by science and technology (Moore et al. 1996). Thus the content and design of teaching materials are used to weigh the course aspect.

3-1 This research model

Following are the definitions of variables and operational sources:

(1) Media richness: media richness which is within the interactive function supported by system itself, is a key factor that influences network education, according to Taylor (1996). This term indicates the communication capability provided in a certain period of time (Daft and Lengel 1986). The media richness examined in this research is the integral comprehensive cognition of the functions that meet the interactive demand provided by long-distance education.

(2) Technological quality: this is the quality of courses provided by long-distance education system (Webster, 1997). Four questions are designed to weigh technological quality after referring to the questions designed by Webster (1997) and Fellers and Moon (1994), and as revised according to the particulars of this research.

System reliability: this is the stability and consistency in the system operation (Goodhue, 1995). The system reliability measuring-table developed by Goodhue and Thompson (1995) is employed in this research.

System flexibility: long-distance education aims to create a more flexible study mode than the traditional form in terms of course time, place and interaction. This flexibility is one of the reasons that students choose long-distance education, according to Arbaugh (2000)’s research on asynchronous education systems and this study concurs.

(1) Computer self-efficacy: self-efficacy is the personal assessment of one’s capability to fulfill a certain task (Bandura, 1977) and computer self-efficacy is the self-judge of one’s capability to operate computer (Murphy et al, 1989). The computer self-efficacy measuring-table developed by Murphy et al. (1989) is employed in this paper.

(2) Former computer experience: this indicates a student’s previous knowledge and experience with computers. The computer-experience measuring table developed by Hiltz (1993) is employed in this research.

(3) Study motivation: this is the personal will, psychological demand or desire to reach a goal, indicating both internal motivation and external motivation. The study of motivation measuring table developed by Entwistle (1979) is employed in this research.

(1) Teaching skills: tuition means that certain teachers give course-related lessons or support to certain learners by referring to prepared teaching materials (Thorpe, 1993). Teaching skills refers to the teaching method. The teaching-skill measuring table developed by Harris (1982) is employed in this research.

(2) Level of effort: this means the time and effort that a teacher devotes to teaching. The level of effort measuring table developed by Braskamp (1984) is employed in this research.

(1) Teaching materials: this means the content and quality of phonetic, video or written materials provided for the long-distance education. The teaching materials measuring table developed by Braskamp, et al. (1984) is employed in this research.

(2) Teaching materials design: it means the exhibition of phonetic, video or written materials provided in long-distance education. The information system output manner measuring-table developed by Bailey and Person (1983) is employed in this research.

(1) System devotedness: this means the conformity between the group operation and the original design spirit (Gopal, et al. 1993). The system-devotedness measuring table developed by Chin et al. (1997) is employed in this research after some revising.

(1) System satisfaction: this means the degree of satisfaction with the system in personal subjective cognition. The system satisfaction measuring questions developed by Bailey and Pearson (1983) are employed in this research with some revisions.

(2) System acceptance: this means the degree of the desire to use the system by individuals or groups (Davis, 1989). The system acceptance measuring questions developed by Dvais and Venkatesh (1996) are employed in this research with some revisions.

The adaptive structuring theory expands the idea of structuring theory. It points out that the group outcome does not derive from science, technology or tasks but rather reflects the result of employing technological and related resources. It further clearly exhibits that the mutual interaction between group itself and science, technology and related resources is the key in how to accept, how to appropriate and make what kind of use to make of technology (Poole et al. 1990; DeSantics et al. 1994; Boiney, 1998; Anson, 1995). The group users’ co-cognition of a system will affect the operation and acceptance of an electronic messaging system, according to Rice et al. (1990). Based on the analysis above, the first hypothesis is proposed:

[Hypothesis 1: The study group’s system appropriation on long-distance education positively affects the system performance.]

According to the definition in Daft and Lengel (1986), media richness is the capability for information communication over a certain time period. The media richness is high if the message delivered in a certain time period is able to narrow the cognitive gap or clarify the fuzzy propositions, while the media richness is low if it takes a longer time to understand or an agreement cannot be reached. Based on the analysis above, the second hypothesis is proposed:

[Hypothesis 2: The media richness positively affects the system appropriation.]

System reliability is an important factor in the appropriation of an information system and the science and technology/task cooperation model proposed by Goodhue (1995). Should the system not be reliable enough, the students might lose confidence in the long-distance educational system, criticize the system itself, or stop using it, according to Webster et al. (1997). Based on the analysis above, a third hypothesis is proposed:

[Hypothesis 3: The system reliability positively affects the system appropriation.]

In Arbaugh (2000)’s research on computer-mediated communication, the network-based courses have more flexibility in communication method to reach a greater intimacy among group users. Based on the analysis above, the fourth hypothesis is proposed:

[Hypothesis 4: The system flexibility positively affects the system appropriation.]

Students frequently complain the poor quality of sound or picture, the asynchronous of sound and picture in videoconferencing presentations or long-distance courses (Webster, 1997). Based on the analysis above, a fifth hypothesis is proposed:

[Hypothesis 5: The scientific and technological quality positively affects the system appropriation.]

The exchange of ideas is of great importance in long-distance education. The former research claims that it is the manner of teaching other than the science and technology itself that affects the study performance. The attitude and level of effort from teachers and the manner of teaching can both influence the study (Webster, 1997). Based on the analysis above, the sixth and seventh hypotheses are proposed:

[Hypothesis 6: The manner of teaching positively affects the system appropriation.]

[Hypothesis 7: The level of effort positively affects the system appropriation.]

Previous research shows that computer self-efficacy affects students’ attitude and strategies to handle information science and technology. Students who have higher computer self-efficacy show much more enthusiasm for information science and technology and are willing to try new system operations, while the others who have lower computer self-efficacy limit themselves and only do some easy operations (Joo, et al. 2000). Based on the analysis above, the eighth hypothesis is proposed:

[Hypothesis 8: Computer self-efficacy positively affects the system appropriation.]

In the research of Taylor and Todd (1995), previous computer experience affects the user behavior and further affects intention. Other researchers have pointed out that if users lack related knowledge or experience, they will encounter difficulty in computer communications. This difficulty lowers the degree of acquiring knowledge or information through a computer (Hill, et al. 1997; Fishman, 1999). Based on this analysis, the ninth hypothesis is proposed:

[Hypothesis 9: Former computer experience positively affects the system appropriation.]

Previous research claims that if users consider that a computer is beneficial to their work or task and its operation is easy, they are more likely to accept and appropriate the system (Davis, et al, 1989; Davis, et al., 1992; Entwistle, 1978). If users enjoy their interactions with a computer system, a positive impact appears, according to Webster, et al. (1993), Ghani (1994), Novak, et al. (1998). Based on this analysis, the tenth hypothesis is proposed:

[Hypothesis 10: The study motivation positively affects the system appropriation.]

Though various students understand the teaching materials differently, the quality directly influences the study procedure as claimed by Burns et al. (1990). The content influences the acquiring of knowledge, while the delivery of science and technology influences the user interaction model, especially if students are not familiar with technology. Based on this analysis, the eleventh hypothesis is proposed:

[Hypothesis 11: Content of teaching materials positively affects the system appropriation.]

Bailey and Person (1983) defines "manner" of information system output as the material design of the layout and exhibition of output content. Related research tells that the aesthetic characteristics of the styles, the atmosphere promoted, the size of pictures, the background color all exert some influence on the system appropriation (Dreze and Zufryden, 1997). Based on this analysis, the twelfth hypothesis is proposed:

[Hypothesis 12: the design of teaching materials positively affects the system appropriation.]

The chosen variables should be operational and distributed in the questionnaire. Measuring-tables that have good validity and inter-scoring reliability are used. Two experts are employed to examine the translated Chinese-version measurement-tables to determine their suitability, consider whether there are sufficient aspects and design a proper proportional distribution. These steps help retain the original meaning, and further boost the face validity, content validity and construct validity.

To ensure the validity and avoid improper answers caused by misunderstandings, five students experienced in long-distance education were employed as the sample before formal distribution of the questionnaires. To further ensure the inter-scorers reliability, twenty-eight students from the graduate program of Information Science and Technology Institute of National Central University who took courses by long-distance education are employed to examine the revised questionnaire.

During the field survey, students that attend courses by long-distance education filled in the questionnaire. Verifications of the model and research and hypothesis are followed as the information is collected. The students from the National Chengchi University and National Chiao-Tung University make up the sample. The survey conducts an inter-scorers reliability test on the collected information, observes the actual sample distribution by descriptive statistics and finally verifies every hypothesis by structural equation.

Table 4-1 Cronbach’s a value for inter-scorers reliability of questionnaire

To check the measuring questions, LISREL 8.52 software is applied. Maximum likelihood (ML) is used to evaluate the degree of convergence and decision check of the measuring model under the confirmatory factor analysis (CFA). These methods ensure sufficient single aspect characteristics of the measuring scale.

A total of 271 responses were collected from students at National Chengchi University and National Chiao-Tung University that were attending long-distance education. After deleting the 18 invalid responses (questions omitted or regularity can be found), the remaining 253 were valid. The following statistical analysis is based on the valid responses. The basic information of the sample is shown in Table 4-2:

Table 4-2 Basic information of the sample

Path analysis is employed to verify the hypotheses for the testing of the structuring model. The abundant to-be-evaluated parameters in the research model and the relatively small sample size fail the verification on the models that include all the variables in an entire information evaluation way. So this research adopts the set manner of limited information model. According to the analysis by LISREL 8.52, although the model fit index RMR = 0.054 slightly exceeds the standard reference value; other indexes (CFI = 0.94, NFI = 0.93, NNFI = 0.95, GFI = 0.96) reach the reference value of 0.9, so there is certain fit between model and information. Analysis result is exhibited in Table 4-3:

Table 4-3: Analysis of the structural equation of this research model

The path analysis by LISREL 8.52 is shown in Table 4-3. To verify the hypothesis, "media richness", "system flexibility" and "quality of science and technology" in the technological aspect has a positive significant affect on the appropriation of a long-distance education system, while the system reliability does not affect it significantly.

Figure 4-1 shows the relationship among variables. The coefficients represent the direct result. The result is the path coefficient, and a continuous line represents the direct result reaches a significant level and the broken line represents that it does not reach this level. Table 4-4 shows the result of verification for hypotheses.

Figure 4-1 Path chart and path coefficients

Table 4-4 the verification on hypotheses

Totally speaking, the hypotheses on aspects and variables based on the adaptive structuring theory gain support from empirical information. The positive relationship between the group system appropriation and the four important variables derived from the scientific and technological aspect ("media richness", "system reliability" "system flexibility" and "quality of science and technology") is also supported. However, the relationship between "system reliability" and "system appropriation" cannot be verified by empirical information. Compulsory participation in the courses discussion regulated by the school, rather than voluntary participation by students, might be the reason. So system reliability has little coupled relationship in the courses’ discussion and system appropriation. Or else it might because the system is more stable that "system reliability" has no effect on the study.

The hypotheses on three aspects derived from group structure (teacher, student and course) exhibit a significant positive relationship. The teacher aspect includes teaching skills and level of effort; the student aspect includes computer self-efficacy, former computer experience and study motivation; the course aspect includes content of teaching materials and design of teaching materials. All these variables have significant relationships with system appropriation, support the group interaction of adaptive structuring theory, and influence the group system appropriation and the cognition of system performance.

Long-distance education is a teaching method that delivers systematically designed teaching materials to students through computer science and technology and propagation media. Designing and managing a successful long-distance education system to promote the popularity and ensure the satisfaction of this novel study method and study technology is the key to gain study benefits from long-distance education application. This research is based on the adaptive structuring theory, discusses the influencing factors in system appropriation and the system performance after the appropriation.

The strictness and objectiveness is especially important in this research and the broadness and sufficiency is emphasized on information collection. Still there are limitations:

(1) Limitation in time cross-section: this research is conducted in a time cross-section level. The advantage lies in that the relationships among variables can be discussed on a single time point. But the degree of acceptance and cognition from students in the long-distance education requires a long-term tracing of the appropriation, so this research only tells the result at a single time point.

(2) Limitation in sample size and only within the university: this research sampled the students from National Chengchi University and National Chiao-Tung University. However, enterprises, which are different from schools, are also promoting long-distance education as a training tool and might have different operation.

(3) The questionnaire is distributed with the approval of teachers. Though it is stated on the questionnaire that the result has nothing to do with student achievement scores and true information is encouraged to give, some students may suffer from potential stress and not tell the truth.

Below are suggestions for the future researches: (1) Keep a long-term research: the scholars who are interested in this proposition may adopt a synchronous analysis or parallel analysis in thorough research on different science and technology (for example: the long-distance education system between enterprises and schools) or different groups. The observation should continue over a long time, thus a long-term research is recommended. (2) Give a sample test in the long-distance education system to compare commercial enterprises and schools: at present enterprises actively promote the long-distance education as a training tool, so the research on contrast in the system interaction between business field and academic field is of certain necessity. (3) Analyze the system reliability more thoroughly in the scientific and technological aspect, find the true meaning of its influence on variables and system interaction.