Have you ever use an online learning system before?

What motivate you to use the online

learning system? With that assalamualaikum and good morning every one, thank you for
coming. My name is Al Azmi, friends call me Al sometimes. Today we are here to know
about motivational factors influencing intention to use the online learning system among
teachers in Selangor. 1

Firstly, we will look at the presentation outline. I will start by briefly introduce the study.

1. In 2007, the National Institute of Public Administration (INTAN) has developed an

online learning system to provide the government employees with ways to have
training without physically attending any workshop or seminar and to accommodate
the need to upgrade skills and knowledge. The online learning system is called the
Government Sector E-Learning System or EPSA, which provides complementary on-
going and continuous training to all government employees with 140 courses to
choose from.

2. Furthermore, it has high level collaborations whereby discussion with facilitators and
other participants are done online.

3. Apart from that, global learning opportunity can be achieved because participants can
retrieve learning resources available on the Internet during the course.

4. In short, EPSA is a learning platform that allows the government employees to have
self-paced training via the Internet at anytime and anywhere.
5. Nevertheless, the implementation of the online learning system such as EPSA will be
ineffective and futile if the targeted users are not motivated to use it.

6. In 2013, INTAN conducted a study on user acceptance of EPSA. In this study, a total
of 550 respondents answered the questionnaire.

7. The data analysis of the study reveals that EPSA was well-received by users with the
mean of acceptance 3.9 (on a scale of 1 to 5), but the percentage of use is low that is
only 3.3% usage. 3
 1. INTAN (2013) study did not explain the factors that may influence the users behavior to use
EPSA.

2. More important, the study did not examine the motivational factors that can influence
users behavior.

3. Examining motivational factors is imperative because the low percentage implies that the
users may lack the motivation to use EPSA.

4. In line with this argument, Harnett, George and Drons (2011) contention that poor
motivation is a decisive factor in contributing to the high dropout rates for online courses.

5. According to Kizilcec and Schneider (2015), motivation is predictive of actual behaviors.

6. In line with this theorizing, it is argued that the success of the online learning system will
depend largely on whether the users are motivated to use the online learning system.

7. Furthermore, Yoo, Han and Huang (2012) also found that motivation has a significant direct
impact on employees intention to use the online learning system.

8. Therefore, the present study will examine the effects of motivational factors that influence
behavior to use EPSA. 4

The research objectives of the study are:

1. To examine the effect of performance expectancy on intention to use the online learning
system.

2. To examine the effect of effort expectancy on intention to use the online learning system.

3. To examine the effect of social influence on intention to use the online learning system.

4. To examine the effect of facilitating conditions on actual use of the online learning system.

5. To examine the effect of intention to use on actual use of the online learning system.

6. To examine the moderating effect of voluntariness of use on the relationship between social
influence and intention to use the online learning system.

7. To examine the moderating effect of voluntariness of use on the relationship between

intention to use and actual use.

8. To compare the predictive reliability of the model between residential school and non-
residential school. 5
This study provides several contributions, both theoretically and practically.

For theoretical contributions , it

1. will validate the applicability of UTAUT in eastern context namely, teachers in

Selangor, Malaysia. This study could help to validate the applicability of UTAUT in
different context (Venkatesh et al. 2003)

2. will provide evidence on the relationship of facilitating conditions and actual use of
online learning system moderated by voluntariness of use

3. compares the proposed model between residential and non-residential schools, and
provides some empirical supports to the predictive capability of the model

And for practical contributions, it

1. could help INTAN to improve the online learning system by developing courses that
are more relevant and suitable for teachers

2. school administrations can benefit from knowing what motivate the teachers to use
the online learning system that is relevant to them

3. school administrations can improve on how they run their in-house training by
managing and organizing suitable EPSA courses and help to encourage the teachers
to use EPSA 6
1. The motivation theories can be divided into content and process theories For example,

Content theories include Maslows Hierarchy of Needs Theory (1943),

Theory X and Theory Y (1960), The ERG Theory (1969), Hygiene Motivator
Theory (1966).
Process theories include Equity Theory (1963), Expectancy Theory (1964),
Reinforcement Theory (1974),Goal Setting Theory (2006)

2. In short, the main difference between content and process theories is that content
theories focus on individual needs, while process theories focus on behavior.

3. In the present study, both theories will be considered and they are relevant to
explained what motivates individual to act in a certain way.

4. The effects of motivational factors could be explained and supported by the empirical
data in the present study by understanding the literature regarding motivation.
5. The study will examine the motivational factors influencing acceptance to use online
learning system among teachers and underpin the research study by using the Unified
Theory of Acceptance and Use of Technology or UTAUT by Venkatesh et al. 2003.

6. UTAUT is a combination of 8 various theories and models relating to technology

acceptance and use, whereby all the variables are overlapping.

7. However, it identifies performance expectancy, effort expectancy, social influence,

and facilitating conditions as independent variables moderated by age, gender,
experience, and voluntariness of use, and that these variables influence behavioral
intention and actual use.

8. It also reveals a comprehensive and convincing understanding of the factors that lead
to the adoption of technology, particularly in this context that is an online learning
system.

9. Therefore, it is important to understand the factors that drive the users acceptance to
use an online learning system. One of the factors is motivation. Without motivation
the users will not accept to use an online learning system. 7
The hypotheses of the study are:

H1: Performance expectancy positively predicts users intention to use the online learning
system. (Where performance expectancy is defined as the degree to which an individual
believes that using a particular system will help him to attain gains in job performance.)
H2: Effort expectancy positively predicts users intention to use the online learning
system. (Where Effort expectancy is defined as the degree of ease associated with the use of
the online learning system.)
H3: Social influence positively predicts users intention to use the online learning system.
(Here social influence is defined as the degree to which an individual perceives that others
believe that he or she should use the system.)
H4: Facilitating conditions positively predicts users actual use of the online learning
system. (Where Facilitating conditions is defined as the degree to which an individual
believes that organizational and technical infrastructure exist to support the use of the
system.)
H5: Intention to use positively predicts users actual use of the online learning system.
(Where Intention to use is defined as a person's perceived likelihood or subjective probability
that he or she will engage in a given behaviour. The intention to use will become actual use
after some times (Venkatesh et al. 2003). It shows that the intention to use has a close link to
actual behavior. Hence, the intention to use the online learning system among teachers is
likely to be actual use after a period of time.)

H6: The relationship of social influence and intention to use the online learning system
will be moderated by voluntariness of use such that the higher the level of voluntariness of
use, the weaker will be the strength of the relationship between social influence and intention
to use the online learning system.

H7: The relationship of facilitating conditions and actual use of the online learning system
will be moderated by voluntariness of use such that the higher the level of voluntariness of
use, the weaker will be the strength of the relationship between facilitating condition and
actual use of the online learning system.

RQ1: Is there any difference in the predictive model between residential and non-residential
schools? 8
This is the conceptual framework of the study

1. The main variables of the present study are performance expectancy, effort
expectancy, social influence and facilitating conditions.

2. The first three being direct predictors of intention to use the online learning system
and the fourth being direct predictors of actual use on acceptance of online learning
system.

3. Furthermore, the relationship between social influence and intention to use the online
learning system (i.e., EPSA) is moderated by voluntariness of use.

4. Lastly, voluntariness of use is proposed to moderate the relationship between

facilitating conditions and actual use of the online learning system.
9

Now, we will look at the method of the study. First, the research design.

1. A cross-sectional survey design is used to test the relationship between the variables
and the moderating effects.

2. 500 teachers will be selected and used to test the proposed hypotheses. 250 teachers
from residential schools and 250 teachers from non-residential schools.

3. The questionnaire is based on the guidelines provided by the Educational Planning

and Research Division or EPRD, Ministry of Education to obtain information consent
and to maintain the confidentiality of their responses.

4. The survey instruments are divided into Section 1 for demographic information and
Section 2, that relates to the main constructs being examined.

And as you can see in the table, these are the variables and its internal consistency
reliability. Where the Cronbach's alpha for all UTAUT constructs exceeded the cut-off
value 0.70.

5. Next, the sample and sampling procedures.

6. The sample is drawn from a population of 9 residential and 9 non-residential school

teachers working in Selangor.

7. The sample of the teachers in those respective schools is currently 1724 teachers.
10
1. The study uses proportional random sampling to obtain a sample population that best
represents the entire population being studied.

2. Next, simple random sampling is used to distribute the questionnaire to the pre-
determined number of respondents in each school.

3. Ideally, one should pursue a probability sampling. However, it is not permissible by

the Ministry of Education to approach the teachers personally.

4. Finally, the questionnaire will be distributed to the respondents using purposive

sampling 11

1. Before conducting the main analysis, the data were subjected to preliminary analyses
whereby the purpose was to clean the data.

2. Using the SPSS version 23, descriptive analyses were run to examine the presence of
outliers and multicollinearity as well as to identify whether there are any violations of
linearity, normality, and homoscedasticity assumptions.

3. For the main analyses, all the study variables in the present study were modeled
reflectively. Therefore, the assessment in the first stage was based on the reflective
measurement model.

4. The structural model is evaluated once a valid and reliable measurement model is
established.

5. Prior to performing the multigroup analysis or MGA to compare the path coefficients
between residential schools and non-residential schools, the acceptability of the
measurement invariance should be established (Hair et al., 2017; Henseler et al.,
2015; Sarstedt et al., 2011).

6. The present study used the Henselers et al. (2016) approach to assessing the
measurement invariance known as the measurement invariance of composites or
MICOM procedure.

12
 Actual use range from 0.871 - 0.952

Effort expectancy range from 0.818 - 0.880

Facilitating conditions range from 0.907 - 0.921

Intention to use range from 0.916 - 0.958

Performance expectancy range from 0.923 - 0.940

Social influence range from 0.802 - 0.914

Voluntariness of use range from 0.948 - 0.961

1. The results of R are provided in Table 5.9. Actual use (0.651) and intention to use
(0.501) achieve substantial level.
2. adjusted R2 showed that the model explained 65 percent of the total variance in the
actual use and 49 percent of the total variance in intention to use the online learning
system.
3. Q value for intention to use was 0.408 and the Q2 value for actual use was 0.519.
Because the Q values for the two endogenous latent constructs were above zero, it is
concluded that the structural model had predictive relevance.

Specifically, four direct paths and one moderated paths were statistically different between
residential school and non-residential school samples despite having tested using the same
model.

To summarize, the MGA results using the permutation method provided empirical support to
the differences in the predictive model between the two samples
To conclude, the results will support the proposed UTAUT model to examine the
motivational factors influencing acceptance to use the online learning system.

The UTAUT model can show that teachers acceptance to use EPSA depends on
performance expectancy, effort expectancy, social influence and facilitating conditions.
Therefore, the study can determine the effects of motivational factors on acceptance to
use EPSA among teachers in Selangor. 13

Thank you all for being here today and taking the time to patiently listen to what I
had to say, I wish you all a pleasant day Thank you. 14

To ensure content validity, the measurement items were adopted from Venkatesh et al.
(Venkatesh et al., 2003). The table summarizes the results of internal reliability, which was
assessed by estimating Cronbach's alpha. In this study, the level of Cronbach's a was set at
0.70, as proposed by (Schmitt, 1996) and commonly practiced in existing studies, e.g.
(Featherman & Pavlou, 2003; Lee et al., 2005; Liu et al., 2009; Teo, Lim, & Lai, 1999). The
Cronbach's a for all UTAUT constructs exceeded the cut-off value 0.70.