Adzhar Kamaludin

Blended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

IT support services are the crucial part in daily business operation services in any organization. Special attention is needed, especially in managing users or client satisfaction when using the IT services to address the user’s problem or request IT hardware issues. Service quality (SQ) dimension is used to measure the effectiveness in delivering IT service support hardware to users. To strengthen the elements of the ITHS (IT Hardware Support Services), information system theories (IS) are used to harmonize the IT environment especially on the service support related to the IT hardware component. Two such theories taken from the IS environment are: Technology, Organization and Environment (TOE) and Social Technical System (STS). In this model, discussion is on the suitability of the above theories to assess ITHS, ability to achieve the service quality that reflect back to the users, client, and organization in achieving the service performance based on the SERVQUAL dimension.

Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

Usability is about making website as user-friendly as possible. There are many elements for website usability such as learnability, navigation, interface, efficiency and much more. Most of the previous researches list the elements of website usability and the model for website usability in hierarchical models. Therefore, it makes the model of website usability become complex because it consists many elements. This paper explores existing studies on website usability model to identify the elements for website usability model from previous studies. In the study, the website usability construct are analysed as second order construct. Many studies have proposed website usability models that include the satisfaction. Thus, this study also validates the website usability model and analysis the mediating roles of satisfaction in the relationship between website usability and intention to use. The study identified effectiveness, efficiency, learnability, navigation, content, interface design and accessibility as elements in the web site usability. About 654 data from respondents are analysed using PLS-SEM approach. The results show the proposed model that includes website usability model as second order are significant to satisfaction and intention to use. The results also show the satisfaction as mediator also significant in this study.