Written Assignment For Week 10: Please Make Sure You Read

Written Assignment For Week 10please Make Sure That You Read The Liter

Make sure that you read the literature review of technology adoption models and theories for the novelty technology. A local community college has a problem with retention of students. The community college has done some preliminary research and found out that students feel disconnected and do not know what is going on with their course schedules, degree programs, and options. The community college’s board of directors has decided through the use of a consultant that a mobile phone application that runs on Apple and Android smartphones is the best strategy to help with the perceived feeling of being ‘disconnected’ by the students.

You are in charge of coming up with a solution, essentially the application and making sure that this is going to be integrated with the school's information systems (none are specified, so make some assumptions) which is going to provide students with information. What are some of the basic features that you would put in the application? How can you measure the potential success of the program before it is implemented? Who are your stakeholders in the project and how can they be useful to you in answering the question of whether or not they would use the program? Please make sure that the paper is APA formatted, citations and references, as well. Please reference some of the models that are mentioned in the article and/or a model or approach that you have found that you think will be more effective.

Paper For Above instruction

The challenge of student retention has become a critical concern for educational institutions, particularly community colleges striving to foster student engagement and ensure successful learning outcomes. Recognizing the need to mitigate feelings of disconnection among students, the implementation of a mobile application designed to integrate with institutional information systems emerges as a promising strategy. Drawing upon established technology adoption models, such as the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology Acceptance Model (TAM), can provide valuable insights into factors influencing student acceptance and utilization of the app (Venkatesh et al., 2003; Davis, 1989). This paper discusses the essential features of such an application, methods to evaluate its potential success pre-implementation, identification of stakeholders, and the application of relevant models to guide the deployment process.

Features of the Mobile Application

To address students' sense of disconnection, the mobile application must be designed with core features that facilitate seamless access to personalized and institutional information. Key functionalities should include real-time course schedules, notifications for upcoming deadlines, degree progress tracking, access to academic calendars, campus event alerts, and direct communication channels with advisors and faculty. Integration with the school’s Learning Management System (LMS), registration systems, and student information systems will allow for automatic updates and accurate information dissemination (Rogers, 2003). Additionally, features such as push notifications, location-based services for campus navigation, and personalized dashboards can enhance user engagement and foster a sense of belonging.

Measuring Potential Success of the Program

Before full implementation, success can be evaluated through pilot testing and predictive modeling techniques. Metrics such as user engagement rates, frequency of use, and satisfaction surveys can serve as indicators of acceptance (Venkatesh et al., 2003). Furthermore, applying models like TAM allows for assessing perceived ease of use and perceived usefulness, which directly influence behavioral intention to adopt the app (Davis, 1989). Pre- and post-implementation focus groups and surveys can help ascertain whether the app enhances students’ connection, reduces feelings of disconnection, and improves retention rates. Data analytics can track patterns in app usage correlating with academic performance and retention metrics, providing early indicators of success or areas requiring improvement.

Stakeholders and Their Contributions

Stakeholders include students, faculty, academic advisors, administration, IT staff, and potentially external technology vendors. Students are the primary end-users, and their feedback on usability and features is critical. Faculty and advisors provide insights into academic challenges and communication needs, ensuring the app facilitates effective interaction. Administrative leaders can align the app’s functionalities with institutional goals. IT staff are essential for integration, maintenance, and security of the system. External vendors can offer technical support and customization services. Engaging these stakeholders through surveys, focus groups, and pilot programs will provide comprehensive insights into their willingness to adopt and promote the app, ultimately influencing its success.

Application of Technology Adoption Models

The adoption of this new technology can be effectively guided by models such as UTAUT and TAM. According to Venkatesh et al. (2003), factors like performance expectancy, effort expectancy, social influence, and facilitating conditions significantly predict user acceptance. For students, perceived usefulness—such as improved access to information—along with ease of use, will be pivotal. TAM simplifies this by focusing on perceived usefulness and perceived ease of use as determinants of behavioral intention (Davis, 1989). To enhance adoption, the model suggests that training sessions, clear communication of benefits, and user-friendly interface design are essential. Moreover, incorporating elements from the Diffusion of Innovations theory (Rogers, 2003)—such as early adopters and opinion leaders within the student body—can expedite acceptance and dissemination of the app.

Conclusion

In conclusion, developing a mobile application tailored to the needs of community college students requires thoughtful feature selection, stakeholder engagement, and strategic use of established technology acceptance models. By integrating key functionalities that promote access to critical academic information and leveraging insights from TAM and UTAUT, the institution can optimize the likelihood of successful adoption. Systematic evaluation through pilot testing, engagement metrics, and feedback collection will enable data-driven decisions, ensuring the application effectively enhances student engagement, reduces feelings of disconnection, and ultimately improves retention outcomes.

References

• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
• Rogers, E. M. (2003). Diffusion of innovations. Simon and Schuster.
• Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
• Lee, J., & Lee, H. (2019). Understanding consumer technology adoption behaviors: A review and research agenda. Global Business Review, 20(3), 697-718.
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
• Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178.
• Thong, J. Y. L., Hong, W., & Tam, K. Y. (2006). Understanding user acceptance of digital libraries: A unified view. MIS quarterly, 135-154.
• Hsu, C. L., & Wang, J. C. (2019). The influence of user technology acceptance on digital transformation. Technological Forecasting and Social Change, 146, 23-32.
• Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186-204.
• Fichman, R. G. (2004). Real options and the incremental value of information technology standardization. MIS Quarterly, 28(2), 263-291.