Technological frames: making sense of information technology in organizations
ACM Transactions on Information Systems (TOIS) - Special issue on social science perspectives on IS
Understanding software operations support expertise: a revealed causal mapping approach
MIS Quarterly - Special issue on Intensive research in information systems: using qualitative, interpretive, and case methods to study information technology—third installment
Can e-learning replace classroom learning?
Communications of the ACM - New architectures for financial services
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The present study examines e-Learning stakeholders' cognition by examining the participants' personal and shared constructs of experience, discussing their satisfaction in using the WebCT e-learning system as a case study. The method used in the research, Repertory Grid grounded by Personal Construct Theory, allows deeper insight into the core perceptive factors that influence respondents' attitudes. We found that the respondents understood the objectives and potentials offered by the system. They felt the system helped them learn and enhanced motivation through interaction, handling problems within short periods of time. Yet not every students found e-learning suitable for his or her learning style. The study also confirmed that human factors such as the impact of face-to-face and group interactions must be considered in formulating a comprehensive set of user requirements for learning systems.