Research has established that intrinsic motivation has a positive effect on learning and academic
achievement. In order to investigate the phenomenon of intrinsic motivation in technologysupported
learning environments, this paper investigates the factors deemed to support individual
student intrinsic motivation in online discussions. A research model is presented based on research
into motivation, and the specific areas of self-determination and curiosity provide a
framework for the model.
Mean scores for both online discussions and face-to-face discussions were compared using a twotailed
t-test for the six constructs of perceived competence, perceived challenge, feedback, perceived
choice, perceived interest, and perceived curiosity. Results from the study showed that
online discussions provided significantly stronger mean ratings (t=3.2) for perceived choice than
did face-to face-discussions, while online discussions gave somewhat significantly stronger mean
scores for perceived competence (t=1.84) than similar face-to-face discussions. Feedback obtained
identical mean scores for both online and face-to-face discussions, as did perceived interest,
while the slightly higher differences in the online situation were not significant for perceived
challenge (t=0.96) or perceived curiosity (t=1.19).€üÐü ü

Distance learning in developing countries has emerged as a way of widening access to education
for tertiary applicants who qualify but could not otherwise gain admission due to the limited
space in the existing tertiary institutions. The delivery of the program in Ghana, a developing
country in Africa, is predominantly print-based and is supported with regular face-to-face tutorials.
In this process students face several challenges that could be supported with information and
communication technology (ICT). The study looked at the extent to which, at their personal level,
students utilize the few ICT facilities that are available in their localities that could form a basis
for making a case for the use of interactive electronic platforms in the distance learning programs.
The results revealed that both male and female learners have some access to and utilize ICT facilities.
They have moderate knowledge and usage of the Internet. Distance learning institutions
in developing countries could, therefore, take opportunity of this and gradually introduce some
basic ICT applications such as e-mails, text messages, phone contacts, a website for providing
detailed information, application and registration, uploading and downloading supplementary
readers and other services to facilitate interaction among learners and the institutions. This way
not only will quality be enhanced but also those in the remotest parts of developing countries
could be conveniently reached.

In modern learning environments, the lecturer or educational designer is often confronted with
multi-national student cohorts, requiring special consideration regarding language, cultural norms
and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that
taking such factors into account can be essential to avoid embarrassment and harm to individual
learners’ cultural sensibilities and, thus, provide the motivation for finding a solution using a specially
designed feature, known as adaptive learning paths, for implementation in Learning Management
Systems (LMS).
Managing cultural conflicts is achievable by a twofold process. First, a learner profile must be
created, in which the specific cultural parameters can be recorded. According to the learner profile,
a set of content filter tags can be assigned to the learning path for the relevant students. Example
content filter tags may be “no sex” or “nudity ok, but not combined with religion”. Second,
the LMS must have the functionality to select and present content based on the content filter tags.
The design of learning material is presented via a meta-data based repository of learning objects
that permits the adaptation of learning paths according to learner profiles, which include the cultural
sensibilities in addition to prior knowledge and learning and categorized learning content – a
detailed example is given.w=

Literature relating to personality and entrepreneurship has focused primarily on personality characteristics
of traditional entrepreneurs. The focus of this study was on personality characteristics
and temperaments of potential Information and Communication Technology (ICT) entrepreneurs.
The main objective of the study was to evaluate the efficacy of personality characteristics as identifiers
of potential ICT entrepreneurship. The personality characteristics of the participants were
measured on the Keirsey Temperament Sorter, a proven research instrument. Two entrepreneurial
tests were used to determine entrepreneurial ability. The temperament of the individuals was ascertained
and compared to their entrepreneurial ability. The population sample used for this study
was comprised of third year and honours information systems students from the University of
Cape Town and current ICT entrepreneurs.
A positive relationship between the rational and idealist temperaments and potential ICT entrepreneurs
was found. No significant relationship between specific personality types and potential
entrepreneurial ability were evident in the study.
A positive connection was noticed between potential ICT entrepreneurs and being male. Unfortunately
the number of female respondents was insufficien to lead to a conclusive result.ÿÀ+

The Information Systems (IS) discipline is facing a sharp downturn in student enrollments. Despite
the steady decline in students pursuing the IS major, the demand for information technology
(IT) professionals continues to increase. These trends indicate that there might be a shortage of
qualified IT employees in the near future. In order to overcome this dilemma, academicians have
recently begun to look for mechanisms targeted at improving IS enrollments. This study investigates
how such a mechanism – IT sophistication – influences students’ aspirations to pursue an IS
degree. More specifically, the study suggests that IT sophistication, self-efficacy, outcome expectations,
and interests are expected to independently and cumulatively affect students’ choice of IS
as their major. The data utilized to investigate this issue was collected from students enrolled in
introductory IS courses at two large public universities. A total of 151 usable responses were obtained.
The results indicate that the degree to which students perceive the IT to be sophisticated
affects their aspiration to major in IS. Specifically, utilizing state-of-the art technologies that reflect
current industry practices not only enhances students’ confidence in their ability to successfully
perform as an IS major, but also elevates students’ expectations that valued rewards will be
received by majoring in IS. In turn, strong self-efficacy and outcome expectations foster student
interest in the IS discipline. Moreover, it was found that IT sophistication does not directly affect
student interest. Rather, the effects of IT sophistication on interests are channeled indirectly
through self-efficacy and outcome expectations. Similarly, our results did not provide support for
the direct effects of self-efficacy and outcome expectations on choice goals. In contrast, choice
goals develop through strong interests, and finally, interest serves as the primary mechanism
through which goals to choose the IS major emerge.tê

During last few years, the competential paradigm has become a standard for modern Human Resources
Management. The importance and the impact of this concept have led higher education
institutions to adopt this concept in the definition of educational resources. In this scenario, knowing
which competencies and characteristics define professionals in any position is fundamental,
not only for organizations and academic institutions, but also for the professionals of the future.
In today’s environment, with its shortages of professionals in the IT sector, attracting students in
order to shape tomorrow’s labor force has become a major issue of concern in educational institutions.
Within the set of elements employed by such institutions to attract future students, one significant
issue is how to convey the professional reality that is faced by prospective students. IT
professionals are often subject to negative social stigmas. And this negative view creates negative
stereotypes, which are on one hand, generally adopted, and on the other, they don’t accurately
portray the employees’ the working life.

The ‘new’ ICT professional should be an articulate problem-solver who understands business and
technology, in particular how technology can solve business problems. Furthermore, the ideal
ICT student should be adaptable. The adaptable student embraces change, learns quickly, understands
the job market, thrives on variety, is autonomous, predicts change, and acts as a change
agent in the organization.
This study examines the adaptability of a sample of second-year Australian ICT students. The
evidence suggests that these students are less adaptable than might be expected of people who
have chosen to study a subject characterized by change. One reason for this might be the fact that
these students have limited knowledge about the realities of work in ICT beyond negative perceptions
about stress and long hours. A small number of more mature students with some work experience
appear to be more adaptable.
An interesting paradox emerges. Younger students in particular appear to be highly adaptable in
their personal lives and seek careers that maximize personal choice. On the other hand, they still
prefer a degree of stability, a relatively defined career path, job security, and a career that is relatively
stable.