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The purpose of this study was to investigate the collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance for both slow‐ and fast‐paced students. Forty‐six postgraduate students participated in the study. The students were asked to solve programming problems in pairs; those pairs' conversations were recorded when they worked on their tasks. Data analysis methods, including lag sequential analysis, cluster analysis and paired t‐test, were employed, and the results showed that (1) four collaborative dialogue patterns emerged: Lecture, Guide, Question and Answer (Q&A), and Inquiry patterns; (2) Guide and Inquiry patterns significantly increased programming self‐efficacy for both fast‐ and slow‐paced students while Lecture and Q&A patterns significantly increased programming self‐efficacy for slow‐paced students but not for fast‐paced students; (3) Guide and Inquiry patterns played a significant role in improving coding performance for slow‐paced students. The study reveals a complex relationship between collaborative dialogue patterns with programming self‐efficacy and coding performance, critically affecting students' pair programming quality. Further details of the findings are also discussed. Practitioner notesWhat is already known about this topic Pair programming is promising in promoting problem solving and knowledge transfer and is widely used in programming education.There are different patterns observed in the pair programming process.Collaborative dialogue patterns found in "expert‐novice" pair programming were derived from a single programming task.What this paper adds Four collaborative dialogue patterns of pair programming emerged by increasing the different tasks and experiment duration and expanding the sample size, which further verified the stability of the similar patterns in previous studies.Four collaborative dialogue patterns showed different significant impacts on different students' programming self‐efficacy and coding performance.This study presents the finer‐grained characteristics of collaborative interaction in programmer pairs and contributes to the explanation regarding the different effects of pair programming reported in previous studies.Implications for practice and/or policy Four collaborative dialogue patterns can help the teachers understand the collaborative process of pair programming between fast‐ and slow‐paced students.The collaborative dialogue patterns can be used to formulate effective intervention strategies to stimulate the process of collaboration in pairs and applied in future programming education to provide a new path for cultivating and promoting students' programming abilities.It is worth further investigating the impact of collaborative dialogue patterns on students' computational thinking. [ABSTRACT FROM AUTHOR]

Using Mary Shelley's Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in the transmedia experience that combined hands‐on and online narrative activities compared with participating in only hands‐on or online narrative experiences. Our paper presents findings from two classroom studies using survey findings. Results show that all three conditions (hands‐on, online game experience and transmedia) had a significant positive impact on learners' self‐efficacy beliefs and curiosity, but there was no additional benefit for the transmedia condition. Nevertheless, our work has various implications for learning sciences about the potential benefits and drawbacks of transmedia storytelling experiences. Our findings can help educators and researchers design and run transmedia storytelling projects. Practitioner notesWhat is already known about this topic Transmedia storytelling is a popular and adaptable learning application.Transmedia storytelling can be beneficial due to transfer of learning.Transmedia storytelling may foster learners' engagement and knowledge acquisition.What this paper adds The paper presents a Frankenstein‐themed transmedia experience that combines digital and hands‐on activities and borrows several themes from Mary Shelley's Frankenstein; or, the Modern Prometheus.Findings from this study show that transmedia storytelling can boost learners' science and creative self‐efficacy beliefs and science curiosity.However, transmedia storytelling combining digital and hands‐on experiences is not more effective in bolstering self‐efficacy beliefs and curiosity than digital or hands‐on experiences alone.Implications for practice and/or policy Transmedia storytelling might have unintended consequences for learning because it may exhaust learners' cognitive resources.Learners' transliteracy skills and competencies may influence what benefits they gain from partaking in transmedia storytelling experiences.Educators need to take learners' transliteracy skills into consideration when they wish to design and/or use transmedia storytelling experiences for learning purposes. [ABSTRACT FROM AUTHOR]

The participatory view of learning emphasises students' identity construction. However, identity research in the context of programming education to cultivate students' computational thinking is scarce. In this study, an instrument of computational identity with components of engagement, imagination and affiliation, was developed and validated. Convenience sampling was used to select 1066 senior primary school students studying programming to respond to the instrument, and to a programming empowerment instrument developed previously with components of meaningfulness, self‐efficacy and impact. The two instruments' factor structure was confirmed to have acceptable discriminant validity and support gender invariance. There was a positive relationship between programming empowerment and computational identity. Specifically, students' perceived meaningfulness and self‐efficacy of programming related to all aspects of computational identity. The perceived impact of programming is related only to the imaginative aspect of computational identity. The establishment of the instrument enables researchers to investigate further factors related to students' computational identity development. The results also indicate that the programming curriculum should be carefully designed so that students can realise the meaning of the activities and foster their programming self‐efficacy. This, in turn, is critical to enable these primary school students to participate in and become a member of the digital community. Practitioner notesWhat is already known about this topic Cultivating students' computational thinking (CT) has become an educational goal in various countries around the world.It is necessary to develop appropriate tools to assess students' CT development.Founded on a participatory view of learning, identity has been employed in different subject areas to assess students' development, but identity research in CT is scarce.What this paper adds An instrument of computational identity with components of engagement, imagination and affiliation is developed and validated with a sample of senior primary students.This study shows the importance of empowerment in developing primary students' computational identity.Students' perceived meaningfulness of programming and self‐efficacy relate to all aspects of identity, but the impact of programming only relates to the imaginative aspect of identity.Implications for practice and/or policy The curriculum for CT should be designed carefully to foster the development of students' computational identity.The curriculum should allow students to see the meaning of programming activities and how young people can make an impact by means of CT.The programming tasks should be designed at an optimal level of difficulty so that students' self‐efficacy can be fostered. [ABSTRACT FROM AUTHOR]

The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture‐based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot‐based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self‐efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self‐efficacy as well as their learning engagement and performance. Practitioner notesWhat is already known about this topic Issues relevant to AI technology in education have been extensively discussed and explored around the world.Among the various AI systems, the potential of chatbots has been highlighted by researchers owing to the user‐friendly interface developed using the natural language processing (NLP) technology.Few studies using AI chatbots in professional training have been conducted.What this paper adds In this study, a mobile chatbot was used in a nursing training program to enhance students' learning achievement and self‐efficacy for handling vaccine cases.The mobile chatbot significantly improved the students' learning achievement and self‐efficacy in comparison with the conventional learning approach in the vaccine training program.From the interview results, it was found that the students generally believed that the mobile chatbot was able to promote their self‐efficacy as well as learning engagement and performances in the vaccine training program.Implications for practice and/or policy Mobile chatbots have great potential for professional training owing to their convenient and user‐friendly features.It would be worth applying mobile chatbots as well as other NLP‐based applications to other professional training programs in the future. [ABSTRACT FROM AUTHOR]

This research consisted of two studies to investigate how the Chinese rural educational system supported students' online learning and to determine the factors that influenced students' online learning quality (satisfaction and cognitive and social presence) during the COVID‐19 pandemic. Study 1, based on interviews with three curriculum officers, seven principals and 30 course teachers, found that great efforts were made to realize digital equity and education for all students. The necessity of providing resources and support to teachers and students (facilitating conditions) was recognized, along with the importance of teachers' online course design and organization and the facilitation of discourse (teaching presence and social presence). Based on the findings of Study 1 and the literature review, a conceptual model of facilitating conditions and teaching presence reported to influence students' online learning quality was generated. In Study 2, 1,409 students from three rural primary schools were surveyed to test the conceptual model. The results indicated that facilitating conditions influenced students' online learning quality through enhanced technology self‐efficacy and perceived usefulness. Teaching presence directly and positively predicted students' online learning quality. This research highlights the importance of creating a learning community and providing technology access and support to ensure online learning opportunities and quality for rural students. Practitioner notesWhat is already known about this topic Chinese students from rural or migrant schools have fewer opportunities to access computers and the Internet, lower frequencies of online activity and technology self‐efficacy and less training and parental and teacher support.Providing support and resources to encourage and facilitate technology use among teachers and students in rural and underdeveloped schools is of great importance.Identifying the factors that contribute to online learning quality among rural school students to tackle the transition to online learning is necessary.What this paper adds The rural government and schools have made great efforts to ensure digital equity and education for all students, despite family conditions.Facilitating purposeful interactions and providing timely feedback is critical for effective learning in online teaching.Facilitating conditions represented by available support and resources and teaching presence influence students' online learning quality in rural areas.Implications for practice and/or policy Providing digital equipment and resources to all students is the first step towards distance learning.Providing opportunities to improve teachers' digital competency is critical for providing quality online instruction.Providing students timely assistance and useful and learner‐friendly technologies to enhance their satisfaction and social and cognitive presence is necessary.Online instructors should create a friendly online learning environment, facilitate active discussion and purposeful reflection and create opportunities to promote students' open communication, group cohesion and meaning construction. [ABSTRACT FROM AUTHOR]

The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners' self‐efficacy and conceptions of learning. This study developed an AR‐based wave‐particle duality learning application, "AROSE," to explore the effect of AR technology on students' self‐efficacy and conceptions of learning physics. A quasi‐experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4‐week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students' physics learning self‐efficacy, as indicated by understanding of concepts, higher‐level cognitive skills, practice and communication; (2) guide students to be more inclined to higher‐level conceptions of learning physics rather than lower ones; and (3) stimulates students' motivation to learn more deeply. [ABSTRACT FROM AUTHOR]

This research draws on the self‐system model of motivational development to explain how the use of business simulation games in class facilitates students' engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students' perceptions of competence, autonomy, relatedness and self‐efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. [ABSTRACT FROM AUTHOR]

Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self‐regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants' engagement, performance and self‐efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5‐days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants' self‐efficacy for the task. Self‐efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user's self‐efficacy and associated positive outcomes. Implications for future serious games and self‐efficacy research are discussed. [ABSTRACT FROM AUTHOR]

Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning. [ABSTRACT FROM AUTHOR]

Nowadays the size of university classes along with the growing number of students to be tested for final examination raise unprecedented challenges relating to the management, monitoring and evaluation of learning. Technology may provide some solutions that deserve to be investigated. This paper explores the potentialities and limitations of Computer‐Based Testing (CBT), specifically BYOD e‐test, compared to traditional Paper‐Based Testing (PBT) to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT. It is based on a study carried out at the University of Florence during 2016/17. 606 students participated in the study, of whom 443 opted for CBT using their own devices, while 163 preferred PBT. Participants who experienced CBT also answered a survey on perceptions, self‐efficacy and satisfaction. The results show that students' performances were better with CBT, and that a positive relationship exists between the perceived level of self‐efficacy and the propensity to adopt digital tests. In addition, students greatly appreciated the electronic system, especially for the possibility of immediate feedback. Some critical issues emerged relating to on‐screen reading, which suggests the need for careful design of testing tools. [ABSTRACT FROM AUTHOR]

Abstract: Research has shown that the potential benefits of a flipped classroom could be diminished by the way students perceive and prepare information prior to class. This study aims to explore individual characteristics, such as learner motivation, self‐efficacy and epistemology beliefs, that might have an impact on learning outcomes in a flipped classroom. Data were collected using four instruments during a 7‐week flipped classroom conducted from mid‐September 2014 to mid‐November 2014 with a total enrolment of 85 students (10 females and 75 males) in the required course, Applied English for Vocational Education. After controlling for pre‐test and other covariates (eg, gender, grade and experience), an analysis based on structural equation modeling showed a positive and significant (β = 0.12, p < 0.05) indirect effect of instrumentality (promotion) on the change in test scores through averaged quiz scores. Beliefs had a significant positive effect on change in scores between pre‐ and post‐tests (β = 0.20, p < 0.05). Findings revealed that language learners with a high level of motivation in instrumentality (promotion) followed quiz mechanisms closely and thus benefited most from the flipped classroom. Learners with high beliefs exhibited improvement in the post‐tests without doing well in quizzes. The implications for a flipped language learning classroom are discussed, including multiple strategies for regulating learners of different personal traits to preview the online course content before class. [ABSTRACT FROM AUTHOR]

This study identifies the factors influencing the success of online international learning exchange (ILE) among Korean school pupils who partnered with American and Australian pupils. In particular, it examined the effects of self-efficacy (SE), exchange infrastructure (EI) and quality of exchange activities (QEA) on the students' learning satisfaction (LS), foreign language capability (FLC) and intercultural competence (IC). A survey was conducted with 236 Korean participants whose age was 10-15 years old and who had completed a one-semester online ILE program. Structural equation modeling results revealed that SE, EI and QEA had a significant effect on the students' LS, FLC and IC, with considerable impact resulting from EI and QEA. The students' SE and EI further affected the improvement of their FLC, as mediated by QEA. [ABSTRACT FROM AUTHOR]

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self-regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs. [ABSTRACT FROM AUTHOR]

This study explores the use of blogs for personal information management ( PIM) as a learning tool that could bring increased efficiency and academic self-efficacy for carrying out learning tasks. In order to identify the uses and effects of using blogs for PIM by children, a control group that used personal spaces within the class website and an experiment group that used personal blogs both posted their resources online (personal space within class website or blog) to use in their class assignments. Comparison of both groups demonstrate that when children used blogs for PIM their academic their self-efficacy increased, their personalization of blogs made it easier to use collected resources and they became more actively engaged in tasks as well. This study suggests that using individual blogs for PIM can create personally meaningful contexts of learning for children. [ABSTRACT FROM AUTHOR]

Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: Self-efficacy, Instructional Design, Technology Use and Collaborative Process. The implications of this finding for policy-making and practice are discussed and further research in this field is suggested. Practitioner Notes What is already known about this topic Online collaboration enhances learning effectiveness and quality of learning experience but causes stress., Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance., There are various factors affecting such stress in online collaboration., What this paper adds Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process., Culture is an important variable explaining learners' stress in online collaboration., Stress-reducing strategies for online collaborative learning in English are suggested., Implications for practice and/or policy Help instructors design stress-reduced online collaborative learning environment, Help instructors apply culturally appropriate scaffolding strategies during online collaboration, Help universities review and improve English as a Foreign Language and technology literacy programmes. [ABSTRACT FROM AUTHOR]

The learner's acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners' experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system's success. Therefore, a better understanding of the multiple factors affecting the e-learner's intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner's behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users' behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness. Practitioner Notes What is already known about this topic Internet has provided great opportunities for continuous education through e-learning in rural areas of China., Many factors affect initial e-learning adoption., Limited attentions have been paid to examine the relationships between e-learners' experience and perceptions and their behavioural intention to reuse e-learning systems, which is an important indicator of the system's success., What this paper adds A first attempt to study how e-learners' experience and perceptions affect their intention to reuse e-learning systems in the context of rural education in China., Proposed and validated a hybrid model underpinned by information systems success model, technology acceptance model and self-efficacy theory., An effective model to explain the relationships between contributing factors and their effect on behavioural intention of users to reuse an e-learning system., Identified key factors and the extent of their impact on e-learning system reuse that will enable e-learning providers to be more focused with their effort and work more effectively on future improvement., Implications for practice and/or policy It is essential for system designers to use appropriate system features and functions that can effectively facilitate the teaching and learning processes and outcomes., As the course quality significantly affects the learner's intention to reuse an e-learning system, pedagogical principles, including principles of developing and structuring the course content, should be employed in the development and evaluation of relevant curriculum. E-learning content developed for learners in rural areas of China must be practical and relevant to learners' personal development goals and work requirements, so the learners can benefit from the learning outcomes and improve their work performance eventually., A perfectly designed e-learning system will only work well with appropriate e-learning service. Human interaction as an important part of services must not be underestimated and eliminated., As perceived ease of use has a strong impact on e-learning success, e-learning providers in China must consider the low education level of people living in rural areas and take effective measures to improve the ease of use. [ABSTRACT FROM AUTHOR]

As many Korean universities have recommended the implementation of mobile learning (m-learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m-learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m-learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m-learning self-efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m-learning. The study results confirmed the acceptability of the model to explain students' acceptance of m-learning. M-learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN. [ABSTRACT FROM AUTHOR]

The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning. [ABSTRACT FROM AUTHOR]

This article considers the efficacy of an inquiry approach to learning in the context of science education. The educational ideology that supports the inquiry approach is based on a belief that students will be able to develop the self-directive skills necessary to continue independent learning. It is stated that prior research has suggested that the use of this method also helps to develop transferable science skills and enhance general problem solving capabilities. The authors emphasize the importance of controlled teacher direction and guidance if the inquiry method is to be successful.

The aim of this paper and the one which follows is to explore how the potential of computer games may be taken up in schools to support learning engagement among students. It is not the intention of the papers to dismiss existing classroom practices or overlook accounts of innovative practices in schools; the papers' aim is to provide educators who are interested in exploring the use of computer games in schools with information and ideas about how these games may be effectively used to engage students in their learning. This paper questions whether the empowerment of students to create games for one another based on the school curriculum may address the insignificance of computer games in the sociocultural setting of the school. Both papers have been commissioned by Microsoft (Asia-Pacific) under the Partners-In-Learning Initiative. Under this initiative, Microsoft establishes partnerships with ministries of education, national and local government bodies, and other stakeholders to empower students and teachers to realize their full potential, mediated by information and communication technologies. [ABSTRACT FROM AUTHOR]

With the development of the Internet in the era of knowledge-driven economy, e-learning is experiencing rapid growth. The online learning course websites are drawing more attention as well. This research combines the innovation diffusion theory and the technology acceptance model, and adds two research variables, perceived system quality and computer self-efficacy to propose a new hybrid technology acceptance model to study students' behavioural intentions to use the online learning course websites. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived system quality and computer self-efficacy were critical factors for students' behavioural intentions to use the online learning course websites. By explaining students' behavioural intentions from a user's perspective, the findings of this research help to develop more user-friendly websites and also provide insight into the best way to promote new e-learning tools for students. [ABSTRACT FROM AUTHOR]