Search results for: Øystein Sørebø

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Sørebø</title> <meta name="description" content="Search results for: Øystein Sørebø"> <meta name="keywords" content="Øystein Sørebø"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Øystein Sørebø"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Øystein Sørebø</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Understanding E-Learning Satisfaction in the Context of University Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20M.%20S%C3%B8reb%C3%B8">Anne M. Sørebø</a>, <a href="https://publications.waset.org/search?q=%C3%98ystein%20S%C3%B8reb%C3%B8"> Øystein Sørebø</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to test the influence of confirmed expectations, perceived usefulness and perceived competence on e-learning satisfaction among university teachers. A questionnaire was completed by 125 university teachers from 12 different universities in Norway. We found that 51% of the variance in university teachers- satisfaction with e-learning could be explained by the three proposed antecedents. Perceived usefulness seems to be the most important predictor of teachers- satisfaction with e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=User%20satisfaction" title=" User satisfaction"> User satisfaction</a>, <a href="https://publications.waset.org/search?q=Teachers" title=" Teachers"> Teachers</a>, <a href="https://publications.waset.org/search?q=IS%20success." title=" IS success."> IS success.</a> </p> <a href="https://publications.waset.org/13538/understanding-e-learning-satisfaction-in-the-context-of-university-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13538/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13538/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13538/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13538/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13538/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13538/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13538/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13538/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13538/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13538/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1423</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> The Influence of User Involvement and Personal Innovativeness on User Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20M.%20S%C3%B8reb%C3%B8">Anne M. Sørebø</a>, <a href="https://publications.waset.org/search?q=%C3%98ystein%20S%C3%B8reb%C3%B8"> Øystein Sørebø</a>, <a href="https://publications.waset.org/search?q=Maung%20K.%20Sein"> Maung K. Sein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The search for factors that influence user behavior has remained an important theme for both the academic and practitioner Information Systems Communities. In this paper we examine relevant user behaviors in the phase after adoption and investigate two factors that are expected to influence such behaviors, namely User Involvement (UI) and Personal Innovativeness in IT (PIIT). We conduct a field study to examine how these factors influence postadoption behavior and how they are interrelated. Building on theoretical premises and prior empirical findings, we propose and test two alternative models of the relationship between these factors. Our results reveal that the best explanation of post-adoption behavior is provided by the model where UI and PIIT independently influence post-adoption behavior. Our findings have important implications for research and practice. To that end, we offer directions for future research.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=User%20involvement" title="User involvement">User involvement</a>, <a href="https://publications.waset.org/search?q=personal%20innovativeness%20in%20IT" title=" personal innovativeness in IT"> personal innovativeness in IT</a>, <a href="https://publications.waset.org/search?q=use%20of%20systems" title="use of systems">use of systems</a>, <a href="https://publications.waset.org/search?q=user%20support" title=" user support"> user support</a>, <a href="https://publications.waset.org/search?q=post-adoption%20behavior." title=" post-adoption behavior."> post-adoption behavior.</a> </p> <a href="https://publications.waset.org/13871/the-influence-of-user-involvement-and-personal-innovativeness-on-user-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13871/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13871/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13871/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13871/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13871/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13871/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13871/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13871/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13871/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13871/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1555</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Basic Need Satisfaction and Students’ Willingness to Use Spreadsheet Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20S%C3%B8reb%C3%B8">Anne Sørebø</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study was designed to test how fulfillment of three basic psychological needs influence students development of perceived usefulness (PU) and ease of use (EOU) in connection with use of a spreadsheet. Both PU and EOU are assumed to be critical for development of students' willingness to utilize spreadsheet in future work within business administration. A questionnaire was completed by 196 business students in Norway. We found that satisfying the need for competence and autonomy is most critical for willingness to utilize the software package. The results also indicate that satisfying the need for relatedness, surprisingly, has no influence on students’ willingness to utilize the software package. A key implication of the present research is that teachers mainly should focus on fulfilling students need for competence and self-determination when the purpose is to motivate them to utilize new software. That students’ should develop their own competence when using a new technology is somewhat obvious, but that the feeling of being self-determined needs to be a complementary element in this connection is not necessary seen as obvious.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Spreadsheet" title="Spreadsheet">Spreadsheet</a>, <a href="https://publications.waset.org/search?q=business%20students" title=" business students"> business students</a>, <a href="https://publications.waset.org/search?q=technology%20acceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/search?q=basic%20psychological%20needs." title=" basic psychological needs."> basic psychological needs.</a> </p> <a href="https://publications.waset.org/9996787/basic-need-satisfaction-and-students-willingness-to-use-spreadsheet-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996787/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996787/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996787/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996787/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996787/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996787/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996787/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996787/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996787/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996787/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1490</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Importance of Enterprise Support for Tourism Workers- Successful Use of a Cash Transaction System: An Information Systems Continuance Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20M.%20S%C3%B8reb%C3%B8">Anne M. Sørebø</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we investigate how wide-ranging organizational support and the more specific form of support, namely management support, may influence on tourism workers satisfaction with a cash transaction system. The IS continuance theory, proposed by Bhattacherjee in 2001, is utilized as a theoretical framework. This implies that both perceived usefulness and ease of use is included in the research model, in addition to organizational and management support. The sample consists of 500 workers from 10 cruise and tourist ferries in Scandinavia that use a cash transaction system to perform their work tasks. Using structural equation modelling, results indicate that organizational support and ease of use perceptions is critical for the users- level of satisfaction with the cash transaction system.The findings have implications for business managers and IS practitioners that want to increase the quality of IT-based business processes within the tourism industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ease%20of%20use" title="ease of use">ease of use</a>, <a href="https://publications.waset.org/search?q=IS%20continuance" title=" IS continuance"> IS continuance</a>, <a href="https://publications.waset.org/search?q=organizational%0D%0Asupport" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/search?q=tourism%20industry" title=" tourism industry"> tourism industry</a>, <a href="https://publications.waset.org/search?q=user%20satisfaction." title=" user satisfaction."> user satisfaction.</a> </p> <a href="https://publications.waset.org/3813/the-importance-of-enterprise-support-for-tourism-workers-successful-use-of-a-cash-transaction-system-an-information-systems-continuance-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3813/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3813/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3813/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3813/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3813/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3813/json" target="_blank" rel="nofollow" class="btn btn-primary 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Search results for: Øystein Sørebø