VOL. 04, NO. 3; MAY


Case Study of E – Debit Systems at Bursary UiTM Sah Alam Self Service Technologies (SSTs)

Madeline Arnold


This study examines the levels of intention to use the self-service technologies (SSTs), in particularly the ATMs and internet banking among the postgraduate students in the Universiti Teknologi Mara (UiTM), Shah Alam. Since 2006, the Bursary of UiTM has introduced the e-debit system to the students as a new way to settle the tuition fees. The objectives of the e-debit system are to reduce the human interaction between the bursary’s staffs and students, and the use of paper. In essence, the e-debit system consists of automated teller machines (ATMs), internet banking and cash transaction, but this study focuses on the usage of ATMs and online banking other than the cash transaction. Therefore, the research model proposed six variables, which are (a) perceived usefulness, (b) perceived ease of use, (c) perceived enjoyment (d) need for interaction, (e) security and privacy, and (f) demographic characteristics (such as gender, age, level of education, mode of study and faculty enrollment) for measuring the behavioral and intention to use the SSTs. Only 299 questionnaires were collected and this represents an 85.4% response rate. This study showed that the majority of the postgraduate students’ intention to use SSTs is at a moderate level. Statistical analysis revealed that perceived usefulness, perceived ease of use, perceived enjoyment, and security and privacy are the factors that affect students’ intention to use the SSTs. Furthermore, the results from stepwise multiple regressions demonstrate that perceived enjoyment is the best variable to predict students’ intention toward the usage of the SSTs.

Promoting student service learning by web – based guest speakers

Niamh Matthews  & Carla Shaw 


The two web guest speakers have greatly enhanced student engagement and students’ enthusiasm in service learning. Many students told me that taking this course has been a life changing experience because it expanded their world view. As one student put on the class discussion board, “The world in my eyes has grown in dimension more in this semester than it has in my whole life. I want to learn more, see more and do more…” I still receive emails from students in that course giving me update on their taking action proposal.

To summarize, successful incorporation of student service learning projects into online teaching requires designing appropriate service learning projects that take into account students’ intellectual readiness, willingness, and time constraints. To prepare students for the upcoming taking action service learning project, I used two guest speakers through the web to engage and inspire students to a new level. The success of the taking action service learning project would not have been possible without the two web guest lectures. Finally, bringing guest speakers through the web requires abundant technology preparation and assistance. Sometimes a plan B is essential to prepare for technology failure. The success of bringing in the two guest lecturers would not have been made possible without the assistance from the technology support staff members here at Chico State. And most importantly it would not have been possible without the willingness of the two guest lecturers to share their expertise and experiences with the students. Before Mr. Heleta’s web appearance in spring 2009, our technology support staff and I tested the computer system with Mr. Heleta three times to make sure everything ran smoothly.  In spring 2010, we tested the system again before the talk. However, nothing prepared us for the severe storm that hit Port Elizabeth, South Africa as soon as the talk started. The internet connection became so bad that we had to postpone the date.