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The formation of information security behavioural intention (ISBI) can be complex and dynamic in different contexts. This paper aims to examine and compare different users' ISBI formalisation mechanisms when dealing with their personal affairs (non-work users) and organisational affairs (work users). Drawing on two principles of Conservation of Resources (COR) theory (i.e. resource loss principle, and resource gain principle), we developed two models to examine how situational support affects ISBI formation. The results of a study of 432 non-worker users and 261 work users indicate a curvilinear relationship between situational support and ISBI through subjective norms and risk perception for non-worker users, whilst a linear relationship via subjective norms is found for worker users. This is the first time that COR has been applied to explain the formation of ISBI. The findings broaden the research scope of individuals' ISBI by revealing how situational support affects the formalisation mechanism for different users in cross-contexts. The theoretical and practical implications of the findings and the future study are discussed. [ABSTRACT FROM AUTHOR]

MOOCs (massive open online courses) have attracted a great deal of research and attention; however, few studies have focused on the factors that influence MOOC teacher effectiveness, which is the key to the development of MOOCs. Based on the perspective of professional capital and social exchange theory, this paper aims to study the factors that influence MOOC teacher effectiveness. First, the research hypotheses are proposed from the teacher's perspective to build the research model based on factors affecting MOOC teacher effectiveness. Second, the iCourse platform is selected as the research object because it has the largest number of active users in China. As of March 1, 2019, the effective research data of 7380 teachers were obtained from iCourse to build a multivariate regression model. The results highlight the main factors that affect MOOC teacher effectiveness from the perspective of professional capital. Finally, relevant suggestions are proposed for the development of MOOC. [ABSTRACT FROM AUTHOR]

With the increased popularity of mobile learning, there is a growing demand on the understanding of how the scalable technology, such as mobile devices, influences individual learning behaviours as well as their learning outcome. A theoretical model was built based on the adaptive structuration theory (AST) and the knowledge spiral theory. Using this model, we examined the relationship between structural sources, individuals' adaptive structural behaviours, and their perceived learning. A Structural Equation Modeling method was employed in our empirical study. Findings indicate that users' task adaptation had a positive influence on their perceived learning, In addition, their exploitive technology adaptation influenced the ultimate perceived learning, but the impact of users' exploratory technology adaptation on learning was mediated by their task adaptation. Contrary to expectations, the effect of computer self-efficacy on exploitive and exploratory technology adaptation was negative, and exploratory technology adaptation negatively affected exploitive task adaptation. A detailed discussion of the findings and implications are provided in this paper. [ABSTRACT FROM AUTHOR]