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What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction
Abstract
E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.
Supplementary resource (1)
Data
February 2014
... 6 Electronic learning (or eLearning) has gained attention among health education scholars and practitioners because of its promising potential to alleviate gaps in educating healthcare workers. [7][8][9] In brief, eLearning is beneficial not just because it can transcend spatial and temporal boundaries but it can also promote individual and collaborative learning and use upto-date information. [9][10][11][12] Subscribing to eLearning mode, although beneficial, can also be costly because of technological requirements and maintenance and can sometimes promote feelings of isolation among its learners. ...
... We conducted a pilot of the blended-learning course on newborn hearing screening (NHS) and telehealth among 31 community healthcare providers from five rural health units and a private hearing screening center. Most of the participants were midwives (13, 41.9%), followed by doctors (8,25.8%), nurses (8,25.8%), ...
... Most of the participants were midwives (13, 41.9%), followed by doctors (8,25.8%), nurses (8,25.8%), and medical technologists (2, 6.5%). ...
Objectives. We present in this article the design and evaluation of a blended learning approach for training community healthcare providers in performing newborn hearing screening (NHS).Methods. We developed a blended learning course for training community healthcare providers on eHealth-enabled NHS, following Bloom’s revised taxonomy of educational objectives. The training involved three components: computer-based training (CBT), face-to-face (FTF) training, and on-site coaching. We used surveys and post-training interviews following Level 1 Kirkpatrick’s training evaluation model to get initial feedback on the training program.Results. Thirty-one community healthcare providers from five rural health units and a private hearing screening center, with a mean age of 42.2 ± 12.0 years, participated in the pilot. 93.5% of the participants agreed that the program content met stated objectives and was relevant to their practice. The length of the course was perceived to be adequate. Overall satisfaction with the program was rated at 8.5 ± 0.9 (with ten as the highest). The majority expressed that the CBT and FTF course were satisfactory at 93.5% and 100%, respectively. All participants agreed that the course enhanced their knowledge of newborn hearing screening and telehealth. Positive reviews were received from participants on the use of CBT to improve theoretical knowledge before FTF training. Participants declared that FTF training and on-site coaching helped improved NHS skills and implementation.Conclusion. Competent community healthcare providers are critical to strengthening the performanceof the health system, and advances in the education and technology sectors offer promising potential inupskilling local healthcare providers. The increasing access of Filipino healthcare providers to improvedinformation and communications technology (ICT) is a significant catalyst for pedagogical innovation, like the use of blended learning in the continuous professional development of health practitioners. As ICTs gradually penetrate the health sector, the challenge we now face is not whether but how we can use innovations in education strategies to benefit healthcare providers.
... Earlier studies on online-learning experience have linked it to positive feelings towards an online learning system's ease of use and usefulness (Purnomo & Lee, 2013). Perceived usefulness was a positive factor in predicting engagement in the mobile learning environment (Huang, 2019), and perceived ease of use and perceived usefulness are learning satisfaction indicators (Sun et al., 2008). Mohammadi (2015) discovered that perceived ease of use influences learners' propensity to learn via perceived usefulness and learning behaviors. ...
... The items of Intelligent recommendation were adapted from Pillai et al. (2020); Perceived playfulness was adapted from Tao et al. (2019) and Wang et al. (2021a). In addition, measures of perceived usefulness, perceived ease of use, and interactivity were adapted from Barrett et al. (2021) and Wang et al. (2021c); Moreover, items of virtual reward were adapted from Wang & Huang (2020); Learner anxiety was adapted from Sun et al. (2008); Furthermore, questions on learning engagement adapted from Salmela-Aro and Read (2017) and Teuber et al. (2021). and measurement of satisfaction was adapted from Jiang et al. (2021) and Huang (2021). ...
... VR4 A point reward system promotes my learning. Learner anxiety adapted from Sun et al. (2008) LA1 ...
The rise of short video applications such as TikTok has brought new opportunities to maximize student learning experiences in online learning environments. Meanwhile, literature that explores its potential to foster student engagement is scarce. To understand the effect of short video applications on students' learning engagement, we take Douyin (the Chinese version of TikTok) as an example to include user experience variables (i.e., playfulness, satisfaction, anxiety) and technology features variables (i.e., interactivity and virtual reward). Five hundred-two valid questionnaire responses were collected from Chinese undergraduates. Data were analyzed using Partial Least Squares Structural Equation Model (PLS-SEM) to test the hypothesis. Overall, learning anxiety has a negative effect on learning engagement, whereas learning satisfaction has a positive effect. Virtual reward has a negative moderating effect on the relationship between interaction and anxiety. Still, it positively moderates the relationship between satisfaction and learning engagement (satisfaction, anxiety, interactivity). In addition, both years of using a mobile phone and TikTok positively influence learning engagement. Collectively, the proposed model was supported and provided empirical evidence regarding the importance of user experience and product features (such as Intelligent recommendation and virtual reward) on student engagement. Implications for theories and teaching practice and limitations were discussed.
... If students are cautious about e-learning, properly utilize personal time, feel qualified and fit for learning through e-learning, and can operate e-learning portals, it enhances their satisfaction level (Sarker et al. 2019;Sun et al. 2008). Positive attitudes and a high degree of self-confidence boost the likelihood of e-learning satisfaction (Abbas 2016), but negative attitudes decrease interest in and acceptance of e-learning (Lai et al. 2022;Sun et al. 2008 of self-efficacy are more likely to complete e-learning activities with confidence, resulting in higher levels of satisfaction (Sun et al. 2008) and e-learning usefulness (Abbas 2016;Cheng 2011;Weerathunga et al. 2021). ...
... If students are cautious about e-learning, properly utilize personal time, feel qualified and fit for learning through e-learning, and can operate e-learning portals, it enhances their satisfaction level (Sarker et al. 2019;Sun et al. 2008). Positive attitudes and a high degree of self-confidence boost the likelihood of e-learning satisfaction (Abbas 2016), but negative attitudes decrease interest in and acceptance of e-learning (Lai et al. 2022;Sun et al. 2008 of self-efficacy are more likely to complete e-learning activities with confidence, resulting in higher levels of satisfaction (Sun et al. 2008) and e-learning usefulness (Abbas 2016;Cheng 2011;Weerathunga et al. 2021). This satisfaction level enhances their acceptance of e-learning for future use (Pellas 2014;Raza et al. 2018). ...
... If students are cautious about e-learning, properly utilize personal time, feel qualified and fit for learning through e-learning, and can operate e-learning portals, it enhances their satisfaction level (Sarker et al. 2019;Sun et al. 2008). Positive attitudes and a high degree of self-confidence boost the likelihood of e-learning satisfaction (Abbas 2016), but negative attitudes decrease interest in and acceptance of e-learning (Lai et al. 2022;Sun et al. 2008 of self-efficacy are more likely to complete e-learning activities with confidence, resulting in higher levels of satisfaction (Sun et al. 2008) and e-learning usefulness (Abbas 2016;Cheng 2011;Weerathunga et al. 2021). This satisfaction level enhances their acceptance of e-learning for future use (Pellas 2014;Raza et al. 2018). ...
The study aims to investigate the impact of various confidence factors (interpersonal, technological, socio-economic, and academic) on usefulness, satisfaction, and acceptance of future use in the e-learning setting. The study also looked at whether the usefulness and the satisfaction of e-learning mediate or serially mediate the link between confidence factors and e-learning acceptability for future use. This study employed a quantitative approach to test the hypotheses. Structural equation modeling was used to analyze data from 376 postgraduate students from private Bangladeshi universities. The study found a significant positive impact of confidence factors on e-learning usefulness, satisfaction, and acceptance for future use. E-learning usefulness is positively related to e-learning satisfaction and acceptance for future use. E-learning satisfaction is also a significant predictor of e-learning acceptance for future use. Furthermore, mediation analysis results indicated that e-learning usefulness and satisfaction individually and serially mediate the relationship between confidence factors and e-learning acceptance for future use. Theoretical and practical implications were discussed.
... A study by Sun et al. (2008) determined that satisfaction of students with online courses can be defined as "the degree of perceived learner satisfaction with e-learning settings as a whole.". In addition, this perceived satisfaction can be considered as main key factor in whether the e-learning approach is adopted (Arbaugh, 2000). ...
... It is vital to understand that E-learning is one of the paradigms in which ICT is utilized for delivering contents of information and learning, training students using a specific arrangement (Sun et al., 2008). Furthermore, Elearning systems are built relying on delivering knowledge in an online environment, but it can also include other concepts, such as digital communication between users (Liaw and Huang, 2013). ...
... According to Sun et al. (2008), e-learning contained two primary approaches: content delivery/maintenance, as well as, content development. The research shows that the content development phase contains the following aspects: designing, planning, creating, and evaluating. ...
Students’ satisfaction with online courses is considered as one of the most critical
components in the continued use, as well as, adoption of e-learning applications.
The study aimed at determining and analyzing the constructs that affect students’
satisfaction. It examined the effect of students’ self-efficacy and the quality of
course design on students’ satisfaction, mediated by their attitudes toward online
courses. The study was conducted at University of Ha’il. Responses of 202
students were used for the data analysis. The collected data was analyzed using
two steps in AMOS: The proposed measurement model was developed using
confirmatory factor analysis (CFA), and the relationships were examined using
structural equation modeling (SEM). The results revealed that both students’ selfefficacy and the quality of course design had a significant positive effect on
students’ satisfaction, mediated by their attitudes towards online courses. The
outcomes of this study can help decision-makers and policymakers in higher
education take essential steps to enhance students’ satisfaction with online courses
and ensure that they continue to be used.
... In exploring the factors that affect students' online courses satisfaction, the findings of Ali and Ahmad (2011) suggested that student-instructor interaction, instructor performance, and course evaluation were significantly and positively affected students' satisfaction with online learning. In examining the factors that impact on learners' satisfaction with online learning, Sun et al. (2008) indicated that the critical factors influencing students' satisfaction with online learning are instructor attitude toward e-learning, perceived usefulness, e-learning course flexibility, perceived ease of use, student computer anxiety, diversity in assessments, and e-learning course quality. On the other hand, technology quality, Internet quality, and student interaction with others didn't influence learners' perceived satisfaction. ...
... This result corresponds with the results of the following studies which indicated a significant positive relationship between students' interaction and their satisfaction with online courses: Alenezi, 2022;She et al., 2021;Ali & Mirza, 2020;Baber, 2020;Croxton, 2014;Barbera et al., 2013;Ali & Ahmad, 2011;Eom et al., 2006. In contrast, this result contradicts the results that have been reported in the study of Gray and DiLoreto, (2016) and the study of Sun et al., (2008), which indicated that student interaction did not influence students' satisfaction with online courses. ...
The spread of the COVID-19 pandemic across the world has disrupted the education process. Most educational institutions have closed and shifted from traditional classroom instruction to online learning platforms to protect students from viral exposures. Students’ satisfaction with online courses is considered a significant factor in predicting the effectiveness and success of online learning. The resulting wide use of online learning calls for an exploration of the factors influencing student’s satisfaction with this mode of learning. The study aimed to explore factors influencing students’ satisfaction with online learning via Blackboard in a physics course at King Saud University. The Course Experience Questionnaire CEQ (Ginns & Ellis, 2007) was applied to explore the satisfaction of 334 undergraduate first year Health Colleges students. The results revealed that there was a positive strong correlation coefficient between students’ satisfaction with online learning of the physics course and all the proposed factors, namely online teaching quality, online resources quality, online appropriate workload, and online students’ interaction, and all of these coefficients were also statistically significant at the 0.01 level. These results show that all the proposed factors significantly, positively, and strongly influenced the students’ satisfaction with online learning of the physics course.
... By considering various aspects of aspects student's interaction, educational institutions and instructors will be able to design and deliver online learning experiences tailored to their changing needs in the next normal (Alraimi et al., 2015). This approach can yield valuable insights for future research and implementation, contributing to the enhancement of online education (Kim et al., 2014;Luo et al., 2017;Sun et al., 2008). ...
... This study addresses the research gap in understanding the interconnected factors affecting students' online learning continuance intention. by examining the relationships among various factors as highlighted in previous studies (Bhattacherjee, 2001;Hung et al., 2010;Sun et al., 2008). It seeks to overcome the limitations of past research, which often focused on specific populations, institutions, or regions, lacking a comprehensive approach (Kirmizi, 2015;Paechter et al., 2010). ...
The COVID-19 pandemic led to a rapid transition to online learning, thereby significantly impacting higher education. This study examines the experiences of students, instructors, and university administrators from 22 Thai universities during the pandemic and explores the potential consequences for the future of higher education. Utilizing a mixed-methods approach, data were gathered through focus group discussions with 30 participants and a survey conducted with 510 undergraduate, graduate, and postgraduate students. The findings highlight the importance of flexibility, technology integration, and adaptability in curricula and instructional methods to enable effective online learning. Additionally, the study emphasizes the need for continuous improvement in the education sector, driven by the rapidly changing demands of the job market and the evolving nature of technology. Practical steps to be taken include prioritizing student learning outcomes, fostering digital literacy among instructors and students, and promoting collaboration across disciplines. Future research should examine the long-term impact of the pandemic on higher education and explore additional strategies for supporting students and instructors in the next normal.
... In pre-corona time, researchers identified Critical Success Factors (CSF) of online learning. The literature categorized factors related to acceptance, implementation, students' satisfaction, as well as students' and teachers' perceptions about online learning (Alhabeeb & Rowley, 2018;Asoodar et al., 2016;Selim, 2007;Sun et al., 2008;Wagner et al., 2008). Later on, as soon as the pandemic broke out and the transition to online learning started, a large-scale study conducted in one of Israel's largest universities collected preliminary qualitative data through an open questionnaire. ...
... Ten sub-dimensions were found for the five dimensions of the DLSD framework. Previous studies (e.g., Asoodar et al., 2016;Selim, 2007;Sun et al., 2008) that classified learners' CSF perceptions in routine online learning before the corona mainly built the sub-dimensions of the dimensions based on the literature and to a lesser extent based on data collected from the field. However, this study has adopted the sub-dimensions produced in an earlier qualitative study that collected data from the field, using opened questions, during the first stage of the ERT, which started abruptly without any preparation of the parties involved. ...
Due to the swift, unusually extensive shift to distance online learning during the COVID-19 pandemic, the present study sought to examine students' perceptions in higher education at the end of the first semester they learned this way. We conducted a preliminary study at the onset of the new experience and collected qualitative data from students regarding their difficulties and profits. Five dimensions of Critical Success Factors (CFS) in online learning were found. This indicates a need to understand the various sub-dimensions and their compositions. Little attention has been paid to the differences in CSF perceptions between students. The present study aims to Zoom-In on CSF by defining its sub-dimensions in the new online learning conditions triggered by this period, and examine differences between students in perceived CFS sub-dimensions. A closed questionnaire was constructed based on the previous study. Exploratory Factor Analysis identified ten sub-dimensions of CSF. Medium-high correlations were found between nine CSF sub-dimensions and four items representing outcomes as perceived by the students. CFS sub-dimensions' perceptions differed between students from different economic status, employment type, academic experience, and study area. The detection of CSF sub-dimensions and related perceived outcomes in the corona period's uncharted learning processes extends our CSF knowledge. The study also sheds light on differences between students of different backgrounds.
... ICT self-efficacy encompasses internet self-efficacy and computer self-efficacy [57]. Similarly, internet self-efficacy is defined as a person's belief in his or her ability to use the internet to accomplish certain goals [58]. Within the context of education, Papastergiou et al. [59] explain internet selfefficacy as students' individual beliefs regarding their ability to use the internet and multimedia blogging. ...
... Furthermore, Celik and Yesilyurt [73] averred that students with high computer anxiety rarely use computers. Results of other studies have concluded that high levels of ICT anxiety inhibit the adoption of new technology and limit improvement in computer literacy [58]. ICT anxiety negatively affects perceptions of usefulness, ease of use, and intention to use and acquire skills and knowledge in computers [74]. ...
The existence of gender differences in the use of information and communication technology (ICT) impedes the attainment of gender equality and female empowerment. It is therefore essential to provide up-to-date knowledge on the gender ICT divide given that insight into ICT use by gender is often limited and not regularly updated, particularly for low- and lower-middle-income countries. Consequently, this study investigated gender differences in ICT usage, self-efficacy, attitude, and anxiety among technical university students in Ghana. The study is based on primary data conveniently collected from 409 students in a 3-year Higher National Diploma awarding technical university in Ghana using a self-administered questionnaire. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and ordered logistic regression. Male students, compared to their female peers, reported frequent use of ICT, have a more confident and positive attitude, and are less anxious about the use of computers and their related applications. Access to computers and students’ level of study were related to attitude and perceived ICT self-efficacy. Policymakers and administrators of higher education institutions should implement interventions to improve female self-confidence and the use of computers and their applications.
... 24,25 The present analysis also will examine the impact of iLookOut's interactive approach to user engagement on perceived acceptability and appropriateness. Though implementation outcomes are commonplace for ensuring that evidence-based interventions are effective, 26,27 few programs rigorously test implementation processes with the goal of understanding which program components are most effective for which users. 18,28 In particular, mandated reporter education programs are seldom evaluated and often lack an evidence-based approach. ...
... That said, the present findings reinforce the critical role that implementation outcomes have for ensuring that interventions are effective. 26,27 Conclusion Implementation outcomes emerged as important drivers of knowledge change for multiple groups. Appropriateness emerged as a key mediator, providing support that iLookOut's content and approach are important for knowledge change for a majority of learners. ...
... In this library management course, designing learning tools to support the digital learning environment team-based project begins with a SWOT analysis [32] to identify strengths, shortcomings, opportunities, and threats from various aspects. Based on the results obtained, the analysis stage of the semester lecture plan (SLP) library management courses involves lecturers in library expertise and practitioners in school libraries through FGD. ...
... The needs of these stakeholders are indeed the results of the learning outcomes lessons in the library management subjects. The development of learning strategies using the concept of DLE is very suitable for the needs of students today because they need a stimulus to explore the potential of qualified self [32], [44]- [46] according to workplace needs [47], [48]. In general, DLE is a method for creating a comprehensive learning environment that is adaptable in terms of time and place, the various media employed, and the learning process based on the needs of students by utilizing digital platforms. ...
span lang="EN-US">The purpose of this study is to describe the process of developing learning tools to support a team-based digital learning environment (DLE) project in library management courses. The analyze, design, develop, implement, and evaluate (ADDIE) development model is used in this study to investigate this type of research and development (R&D). The study included 162 students from four universities in Indonesia. Data is gathered through media and material validation questionnaires, learning management system (LMS) user satisfaction questionnaires, and lesson learning outcomes tests. Instruments include media and material validation sheets, LMS user satisfaction instruments, and lesson learning outcomes test instrument sheets. The media validation test and material results show that all media can be used with minor adjustments. Students have responded positively to the DLE application for online learning at universities. Learning tools are critical for raising motivation and accomplishing course learning outcomes. In the future, the evolution of learning media may be accompanied by the evolution of learning designs. As a result, the learning process and learning outcomes can be optimized. This study makes recommendations for revamping learning materials, media, and design to increase student motivation to learn.</span
... The ANX items were taken from Sun et al. (2008), Venkatesh and Bala (2008) and Venkatesh and Davis (2000). The SI items were extracted from Taylor and Todd (1995), Venkatesh and Bala (2008) and Venkatesh and Davis (2000). ...
... The SI items were extracted from Taylor and Todd (1995), Venkatesh and Bala (2008) and Venkatesh and Davis (2000). FC items were adopted from Sun et al. (2008), Taylor and Todd (1995) and Venkatesh et al. (2003). Similarly, the SE items were obtained from Park et al. (2012) and Venkatesh et al. (2003). ...
Purpose
This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT).
Design/methodology/approach
This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software.
Findings
The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model.
Research limitations/implications
This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings.
Practical implications
The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors.
Social implications
Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society.
Originality/value
This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.
... The degree to which a learning environment promotes academic performance and the gap between expectations and what is received from the service provider are all factors that contribute to student happiness (Aziz et al., 2022;Lo, 2010). Introducing more interactions, providing students feedback promptly (Sun et al., 2008), diversifying learning and evaluation activities as well as assuring the effectiveness of the digital technologies employed (Kranzow, 2013;Sun et al., 2008) can all contribute to higher student satisfaction. ...
... The degree to which a learning environment promotes academic performance and the gap between expectations and what is received from the service provider are all factors that contribute to student happiness (Aziz et al., 2022;Lo, 2010). Introducing more interactions, providing students feedback promptly (Sun et al., 2008), diversifying learning and evaluation activities as well as assuring the effectiveness of the digital technologies employed (Kranzow, 2013;Sun et al., 2008) can all contribute to higher student satisfaction. ...
... Students' satisfaction with online courses can relate to both their overall evaluation of the courses they take and their perceived level of positive responses to the courses [39,40]. This satisfaction may be influenced by a number of variables, including the course content, the instructor, educational technology, administration and management systems, as well as environmental and demographic elements relating to teachers, students, and the learning process [40]. ...
... Students' satisfaction with online courses can relate to both their overall evaluation of the courses they take and their perceived level of positive responses to the courses [39,40]. This satisfaction may be influenced by a number of variables, including the course content, the instructor, educational technology, administration and management systems, as well as environmental and demographic elements relating to teachers, students, and the learning process [40]. Student satisfaction may be one of the learning outcomes of higher achievement emotion [41]. ...
... According to Guo et al. (2022), during the pandemic students expressed concerns about the quality of online learning materials, teachers' online teaching skills, and a deficiency in the organisation of online courses. Other studies suggest that the maintenance of good interaction and communication with students, the delivery of motivating and well-designed materials, and an optimistic attitude by teachers are all factors correlated with the effectiveness of online learning (Aristovnik et al., 2020;Cicha et al., 2021;Sun et al., 2008). Different modes of interaction and communication, such as teacher feedback, online discussion forums, and the design of course assignments and activities, can foster student engagement and satisfaction (Alsadoon, 2018;Fiock, 2020;Usher et al., 2021). ...
... According to the results, we found that the positive attitude of accounting professors during the ERT period contributed positively (β = 0.436) to the students' perception of the functioning of these classes during the Covid-19 pandemic, confirming Hypothesis 2. Our findings support the argument that one of the main factors influencing student satisfaction in online classes is the attitude of teachers (e.g. Lux et al., 2023;Sun et al., 2008) and that teacher involvement influences the success of ERT during the pandemic (Ismaili, 2021). The maintenance of good communication and interaction between teachers and students are factors contributing to effective online learning, as suggested by Aristovnik et al. (2020). ...
... The building of student-lecturer relationships has been the subject of numerous studies from all over the world, both before and during the pandemic (Eom et al ., 2006;So & Brush, 2008;Sun et al ., 2008;Green et al ., 2015;Romaniuk & Łukasiewicz-Wieleba, 2021;Skalski, 2021) . Authors have pointed out the important role of emotional support and feedback provided by lecturers to students (Eom et al ., 2006;So & Brush, 2008) . ...
This article aimed to determine the significance of student-lecturer relationships in the context of remote learning to answer the following question: What is the relationship between student-lecturer relationships and student satisfaction with remote learning, feedback, the assessment process, lecturers’ digital competencies and students’ competencies related to remote learning? To achieve this aim, an online survey was conducted on a sample of 206 students from Milenium University in Gniezno, Poland (return rate approximately 42%) in the spring of 2022. The data were analysed through the application of mediation analysis using IBM SPSS Statistics and the Jamovi software. The main finding of the study is that the student-lecturer relationship is crucial for ensuring students’ satisfaction with remote learning. This paper contributes to the literature by explaining the potential impact of other factors on the student-lecturer relationship variable.
... Cidral et al. (2018) & McLean, 1992& McLean, , 2003 to measure and evaluate the success of e-learning systems. The authors proposed integrating the information systems success theory D&M with the e-learning satisfaction theory (DeLone & McLean, 2003;Sun et al., 2008;Urbach et al., 2010). These theories have been validated by several empirical studies (Bento et al., 2017) comprising various theoretical constructs. ...
As a result of the pandemic, but also of the rapid advancement of technology in general, e-learning has emerged as a popular method of education, providing students with flexibility and accessibility. Understanding the factors that influence students’ levels of learning and accomplishment in this digital learning environment is therefore critical for teachers and institutions seeking to increase the effectiveness of teaching and knowledge transfer via e-learning platforms. A number of variables that might improve or impair student use, learning, and performance affect how successful e-learning actually is. In order to maximize the benefits of e-learning and guarantee successful student results, educators and policymakers must have a thorough understanding of these elements. The purpose of this study is to investigate the impact of extrinsic and intrinsic factors on students’ use, learning level, and performance in the setting of e-learning in higher education in two countries. This study evaluates the impact of extrinsic elements such as course content, e-learning system quality, institutional and teacher support, as well as intrinsic aspects such as personal innovativeness, self-efficacy, and information sharing in two countries. The study takes a quantitative approach, and the analysis was carried out using the structural equations method to examine the combined influence of numerous extrinsic and intrinsic elements on the use of e-learning, as well as learning level and performance.The research results show that the course content and e-learning system, personal innovativeness, self-efficacy, and knowledge sharing have a positive influence on the intention to use e-learning. Also, the intention of using an e-learning system will increase the actual use of e-learning technologies, which will ultimately result in better learning performance. The findings of this study will help educators, policymakers, and e-learning platform developers create effective ways for optimizing student experiences and promoting good learning outcomes in higher education settings.
... Bhuasiri et al., 2012;Eom & Ashill, 2016;Selim, 2007;Yunusa & Umar, 2021). However, despite the increasing volume of e-learning empirical research on CSFs, the overwhelming majority of studies examine direct relationships between CSF variables and learning outcomes (Eom & Ashill, 2016;Eom et al., 2006;Sun et al., 2008;Yunusa & Umar, 2021). We argue that this research represents "a static view" of the interdependent learning process and "an outdated stimulus-response perspective" Our holistic e-learning research model in Figure 3 asserts that examination of a single part cannot provide complete explanation of the whole without considering the process of how each part interacts and coordinates in a system of organized entity (Bertalanffy, 1972). ...
The interdependent learning process is regarded as a crucial part of e-learning success, but it has been largely ignored in e-learning empirical research. Grounded in constructivist and social constructivist theory, we present and test an e-learning success model consisting of eight e-learning critical success factors (CSF) derived from constructivist and social constructivist models. Three hundred seventy-two on-line students from a Midwestern university in the United States participated in the survey. The data collected from the survey was used to examine the partial least squares structural equation model. The results highlight the importance of self-regulated learning and dialogical processes to explain and predict perceived learning outcomes and student satisfaction. Our research extends and fortifies a systems view of e-learning success (Eom & Ashill, 2018) to steer the direction of future e-learning empirical research to build strong e-learning theories. We provide a holistic and coherent framework around which a wide range of learning variables are organized, from which to conduct research on students' learning. In doing so, our research adds innovative insights and provides a new direction of future e-learning empirical research.
... The 10 items questionnaire used to measure innovative behaviour and the 11 items to assess digital learning orientation were developed by Aboobaker & Zakkariya (2021). For self-efficacy, a five items questionnaire developed by Baskaran and Rajarathinam (2017), meanwhile another five items for support system from Sun, Tsai, Finger, Chen, and Yeh, (2008) was used. On a Likert scale from 1 (strongly disagree) to 5 (strongly agree), the respondents were asked to express their degree of agreement. ...
Purpose: To examine how digital learning orientation, e-learning self-efficacy, and support systems affect innovative behavior among undergraduate students. Innovative behavior is the academics' challenge in which previous research found that students' creativity in constructing sustainable institutions is affected by their digital learning orientation, self-efficacy, and support system. Design/methodology/approach: Respondents were selected using stratified and purposive sampling in order to get as diverse respondents to match the complexity. Findings: A total of 362 questionnaires were collected from the respondents and were usable for further analysis. The findings showed a significant influence of digital learning orientation, self-efficacy, and support system on behavioral intention. Research limitations/implications: This study involved only one undergraduate program. It is recommended that future research could employ other programs and at the different educational levels. Besides, it is also crucial to investigate the other individual and environmental mechanisms that act as antecedents of innovative behavior, particularly in the educational sector. Practical implications: This study can be served as a guideline for the management of higher education in designing strategies and policies for the implementation of online distance learning. Originality/value: Higher education has changed significantly due to COVID-19. Academicians and students are experiencing difficulties with the sudden switch from physical learning to online distance learning. The studies exploring the associations between digital learning orientation, e-learning self-efficacy, support systems and innovative behavior are limited.
... In the context of e-learning, PU has been found to positively influence behavioral intentions to use e-learning platforms (Al-Adwan et al., 2013). In addition, many studies have demonstrated that PEOU positively affects behavioral uses to use e-learning platforms (Al-Gahtani et al., 2007;Sun et al., 2008). Based on the literature evidence, the study proposes the research hypotheses to measure the technology adoption of blockchain and AI in e-learning. ...
This study innovatively intertwines technology adoption and e-learning by integrating blockchain and AI, offering a novel perspective on how cutting-edge technologies revolutionize learning processes. The present study investigates the factors that influence the behavioral use of learners to use blockchain and artificial intelligence (AI) in e-learning. The study proposes the integrated model of Technology Acceptance Model (TAM) and Information System (IS) success Model that include perceived usefulness, perceived ease of use, system quality, information quality, and service quality as antecedents to behavioral use of blockchain and AI in e-learning. The model also examines the moderating effect of learner self-efficacy on the relationship between behavioral use and e-learning engagement and performance. The study collected data from 322 respondents and analyzed the data using partial least squares structural equation modeling (PLS-SEM) with a bootstrapping technique. The results show that the factors of TAM model and IS model have the significant and positive effects on behavior to use blockchain and AI in e-learning. Additionally, learner self-efficacy has a significant positive effect on e-learning engagement and performance, but it does not moderate the relationship between behavior to use blockchain or AI and e-learning engagement and performance. Overall, the study provides insights into the factors that influence the adoption of blockchain and AI in e-learning and offers practical implications for educators and policymakers.
... The factors that influence learners' satisfaction with online courses are flexibility and quality, perceived usefulness, ease of use, and diversification of evaluation [23]. Researchers found no difference between age and gender in students' satisfaction evaluation of online courses [24], and the differences in grade and major category can also be ignored [25]. ...
Online courses" avoid the limitation of time and space and effectively integrate educational resources by using internet technology, thus accelerating the development of modern education. The wide use of online courses since the COVID-19 pandemic has made the learning effect of online courses and its influencing factors attract the attention of educators and educational researchers. Based on the Transactional Distance Theory, this paper constructed a model of factors influencing the learning effect of online courses in higher education. We collected sample data of 743 participants in online courses and evaluated the learning effect of online courses through structural equations. The results show that: (1) material content utility and interaction utility of online courses have a significant positive effect on the learning effect and course satisfaction evaluation; further, attention has a mediating effect on the learning effect; (2) Compared with "live broadcast" courses, the effect of material content and interaction on learning effect is stronger in "live broadcast + recording" courses; (3) differences in students' characteristics result in different learning effects. The conclusion of this study provides a theoretical basis for improving the learning effect of online teaching and a reference for formulating targeted incentive strategies based on students' characteristics.
... II. LITERATURE REVIEW E-learning was described by Sun [11] as the utilization of telecommunication to convey knowledge representing instruction and training. E-learning is described by Garrison and Anderson [12] as educating and knowledge that is assisted and aided by Internet technology. ...
The COVID-19 pandemic led educational establishments to
close, severely disrupting entire educational system. This study
intends to identify the crucial elements that impact people's
decision to engage in e-learning during COVID-19. 200 tertiary
students were surveyed in a cross-sectional fashion to get the data,
which was then analysed using SPSS. The conclusions
demonstrated that COVID-19-related features, including
perceived challenges and COVID-19 awareness, had an
impression on undergraduates' intentions both directly and
indirectly through the perceived usefulness and usability of elearning platforms. Additionally, several findings demonstrated
that students' intentions to join in in e-learning throughout
COVID-19 are strongly influenced via the educational
institution's readiness.
... Based on TAM, people's actual use of technology would be explained by their attitudes toward it, including perceived usefulness and perceived ease of use. Several studies have demonstrated the importance of students' attitudes toward online learning satisfaction (e.g., Han & Sa, 2022;Aguilera-Hermida, 2020;Sun et al., 2008). For example, Han and Sa, (2022) found that students' positive perceptions of the use and usefulness of online learning were significantly associated with their education satisfaction with 313 university students who took online classes. ...
Building and testing a framework of interactive and indirect predictors of student satisfaction would help us understand how to improve student online learning experience. The current study proposed that external predictors such as poor technological, environmental, and pedagogical factors would be internalized as negative psychological traits and indirectly predict student satisfaction in online learning. Results of multivariate regressions with 5824 Chinese undergraduate students demonstrated that instructors’ online teaching experience and communication with students had a stronger predictive effect on student satisfaction than wireless network quality and learning environment. Providing after-class reviewing materials to students or having longer self-learning time would not buffer students from negative external factors. Structural equation modeling analysis results showed that inferior technological, environmental, and pedagogical factors would be internalized into negative attitudes and emotions toward online learning and indirectly predict student satisfaction. Our study has implications for better understanding the extensive influence of online learning barriers caused by external conditions and building preventive mechanisms through the improvement of instructors’ teaching experience and communication with students.
... However, in 2008, Sun, Tsai, Finger, Chen and Yeh simplified the framework and proposed six components for successful e-learning. Not only did they identify these components as learners, instructors, courses, technology, design and environment, but also they indicated what the critical factors are that contribute to learner satisfaction (Sun et al. 2008). Haw et al. (2015) refined Sun et al.'s (2008) work and drew on the work of Khan (2001) to identify the LearnCube, which consists of six critical success factors, each component contributing to the success of e-learning. ...
... Based on TAM, people's actual use of technology would be explained by their attitudes toward it, including perceived usefulness and perceived ease of use. Several studies have demonstrated the importance of students' attitudes toward online learning satisfaction (e.g., Han & Sa, 2022;Aguilera-Hermida, 2020;Sun et al., 2008). For example, Han and Sa, (2022) found that students' positive perceptions of the use and usefulness of online learning were significantly associated with their education satisfaction with 313 university students who took online classes. ...
... Organizational features, ICT infrastructures, ICT availability and security are also critical issues for e-readiness assessment. Studies have considered infrastructure such as technology dimension and design dimension as an independent variable which affects e-Learning performance directly (Sun, Tsai, Finger, Chen & Yeh, 2008. ...
Worldwide e-learning has emerged as a leading channel of learning but its implementation in Kenya has not been successful. Studies have noted infrastructural challenges in implementation of e-learning, an aspect the present study sought to address. The study determined infrastructural factors that influence implementation of e-learning in TVET institutions in Uasin Gishu County. The study established the extent to which the following factors affect the effective implementation: the availability of good bandwidth; quick response time in uploading and retrieving content; fast processors; high performance features on the servers; accessibility of learning management system and the availability of electronic learning equipment. The study was guided by Roger’s theory of Diffusion of innovation and adopted an explanatory research design with a target population of 94 electrical and electronic engineering trainers and 6 HoDs of electrical and electronic engineering departments from public TVET institutions from Uasin Gishu County. Data was collected by use of questionnaire, observation and interview schedule. The piloting of the tools was done in Kitale National Polytechnic to test for reliability and validity. Quantitative data was analyzed by use of both inferential and descriptive statistics using SPSS version 25 while qualitative data using themes and sub-themes. The inferential statistics used included: simple and multiple regression, Pearson’s correlation and Analysis of Variance (ANOVA) while descriptive statistics included mean, standard deviation and frequencies. From the findings, the coefficient of determination (R square) of .449 indicated that the model explained only 44.9% of the variation or change in implementation of e-learning. The study findings indicate that infrastructure (t =2.589, P<.05), significantly influence the implementation of e-learning in TVET institutions in Uasin Gishu County and it is therefore important for TVET institutions to consider strengthening the infrastructure requirements for e-learning.
... Constructs in TAM usually comprise things that influence individual behavior such as usefulness (utility factor), convenience (convenience factor), and other external factors. Previous researches show that utility and convenience are considered important when someone is about to participate in learning using technology and the users' satisfaction after using the technology [21]. ...
This paper proposes a framework for participation determinants in lifelong learning through the Independent Learning Policy and Independent Campus or Merdeka Belajar Kampus Merdeka/ Independent Learning Independent Campus (MBKM). The framework is based on the technology acceptance model (TAM), self-determination theory (SDT), theory of planned behavior (TPB), and institutional theory. This study contributes to the literature by identifying specific factors and indicators to improve along with their impacts on the participation when the organizers of such initiatives wish to increase participation. Indonesia is the biggest country in South-East Asia with a large economy and influence in the world. Conditions, progress, and setbacks in Indonesia will influence other countries. Many job applicants do not meet the requirements for the job they applied for. Therefore, the Indonesian Ministry of Education initiated the MBKM programs to develop human quality, especially the university students to enhance their skills to meet the job requirements. The 740 respondents completed the online survey with 150 questions to represent reflective indicators. The results were analyzed with the partially least square-structural equation model (PLS-SEM) method and found the influential factors driving participation in MBKM are social influence, supporting factors, government decisions, utility, and recognition. further analysis indicated that convenience and financial incentive factors do not affect participation.
... Online learning makes learning novelty and multimodality but factors such as quality course, course structure, instructional methods should design properly (Kauffman, 2015), technological anxiety, instructors' attitude, flexibility of time and course, course quality and diversity assessment also affect the online learning (Sun et al., 2008). The research of Rana and Rana (2020) find the teachers' positive motivation toward the use of digital technologies for easy deliver of contents, design materials and get feedback, Rana et al. (2018) tell online learning is a students centred and self-learning opportunities. ...
This study examines Basic Level (6-8) and Secondary Level (9-10) teachers' experiences about online learning and its position after Covid-19 in the remote areas. To fulfil the objectives of the study, the researcher used semi-structured mediated and face-to-face interview with the teachers. The findings of this study showed that online learning in the remote areas is less effective and practical. The teachers were less motivated and higher preferences to face-to-face mode of teaching rather than online learning due to insufficient infrastructure of Information and Communication Technology (ICT), lack of basic knowledge and skill about ICT, unstable and no electricity and internet access. It found less feasible to receive equitable education and found gap between rich and poor students through online learning. Thus, the strategies of online learning seemed reluctant and beyond teachers' hand due to the lack of online learning tools with students, parents' financial condition, parents' guidance and awareness and lack of administration support. Overall, after Covid-19, online learning was found to be unused and uncertain about its progress in the future.
... Research has consistently shown that online technologies can have a positive impact on SS (Al-Fraihat et al., 2020;Giray, 2021;Gopal et al., 2021). Online technologies provide students with greater access to course materials, improved communication with instructors and peers, and greater flexibility in terms of time and location (Prifti, 2022;Sun et al., 2008). Students who use online technologies to supplement their learning are more likely to report higher levels of satisfaction with their learning experience (Gopal et al., 2021). ...
Hackathons are growing more virtual, especially after the COVID-19 epidemic started since they attract many participants at once from different places and time zones. This study intends to identify factors that influence students’ satisfaction with online hackathon for IT projects. The study used quantitative methodology and proposed a model. The model was developed using technology acceptance model variables (perceived usefulness [PU], perceived ease of use [PEOU], behavioral intention [BI]) in combination with self-efficacy (SE) and satisfaction variables. The study questionnaire was distributed to 180 university students who have participated in a hackathon. The results were measured for reliability and validity (Cronbach’s alpha was used for reliability while confirmatory factor analysis was used for validity. The hypothesis in the suggested model were assessed using structural equation modeling technique. The results show that BI and PEOU have no influence on students’ satisfaction with using online hackathon for IT projects. However, it was discovered that students’ satisfaction with online hackathon for IT projects is influenced by PU and SE. These findings imply that creating online courses that participants perceive as useful and see themselves as having high SE in their projects will further enhance satisfaction with online hackathons. It might also encourage and facilitate the use of online hackathons among students. Universities should routinely provide instruction and advice to students to help them understand the advantages of online courses. In summary, the research will be useful to decision-makers and educators in universities to further the integration of online hackathons for IT projects in the curriculum. Future recommendations should consider the use of additional technology adoption variables as well as testing the data with a qualitative methodology.
... The term electronic incorporates, however, is not restricted to, computer equipment and programming, working frameworks, online information and applications, phones and different broadcast communications items, video equipment and mixed media items, information booths, World Wide Internet destinations, sight and sound, and so forth. Sun, Tsai, Finger, Chen, and Yeh (2008) characterize e-learning as the utilisation of media transmission technology to convey information for instruction and education". Wan, Wang, and Haggerty (2008) likewise characterize it in a more detailed way as 'a virtual learning environment where a student's collaborations with materials, companions and teachers are intervened through information and communication technologies. ...
E-Learning is an electronic technology to access any educational format curriculum in Ghana or any part of the world outside of a physical or traditional classroom. Official Public Service Announcement on Coronavirus from the World Health Organization (WHO) has led to the improvement of our educational system in the whole wide world and Ghana as a country. In an attempt to contain and control the spread of the virus, the President instituted social distancing protocols and directed the closure of schools on the 16th of March 2020. To ensure the continuity of teaching and learning, the president of the Republic of Ghana directed the Ministry of Education and the Ministry of Communication to ensure that they roll out distance and remote learning programmes for all students. The aim of the study was to assess the effects of e-learning on the Colleges of Education Tutors using the Nusrat Jahan Ahmadiyya and Mccoy College of Education as case studies. A total of 100 tutors were recruited for the study. The study found that the time allocated for eLearning is not enough, the nature of accessible programming for students’ learning is not effective and there is no enough demonstration during e-lessons. Also, the study revealed that the course contents are based on the outline provided. The study also revealed that, to solve the challenges, ensuring a friendly user interface will help solve the challenges in e-learning, and tutors may start using e-learning with the assistance of their associates. Also, ICT courses should be made compulsory for tutors to undertake them. The study concludes among others that the time allocated for eLearning is not enough due to the demand of the course outline. The study therefore recommends among others that there is the need for innovative teaching strategies, course design specific to online education, and the development of good online teaching skills by tutors and these are significant components of quality and effective online education.
... In technological advancement, teachers carry out learning using information technology called e-learning to convey educational information to students. Through these technological advances, teachers, students, and the community are familiar with this educational model as a modern educational paradigm (Sun et al., 2008). The learning method using e-learning has a significant effect on the passion, pleasure, and motivation to learn. ...
The impact of teacher leadership and curriculum on the effectiveness of learning technology utilization and the quality of e-learning has been proven by research. The study included 165 samples of teachers from Halang Island, Riau, Indonesia. Respondents are certified teachers with a minimum of ten years of experience, as determined by the purposive sampling method. Respondents completed a research questionnaire, which was used to collect data. Data ws proceeded with Smart PLS software, including validity, reliability, and hypothesis testing. The study's findings demonstrated that teacher leadership and curriculum directly impacted the effectiveness of learning technology utilization. The quality of e-learning was directly influenced by teacher leadership, curriculum, and the effectiveness of learning technology utilization. Finally, teacher leadership and curriculum impacted e-learning quality through the effectiveness of learning technology utilization. This study suggests two points. First, if you want to improve the effectiveness of learning technology utilization, the policy priority should be to update and then improve teacher leadership. Second, increasing the effectiveness of learning technology utilization is a policy priority if you want to improve the quality of e-learning. It was followed by curriculum updates and increased teacher leadership.
... In general, an attitude refers to a person's readiness, temperament, and propensity to act in a given way based on specific characteristics (Nadeem et al., 2021). Meanwhile, one's perception of engaging in educational activities might be referred to as a student's Attitude (Sun et al., 2008). According to the Technology Acceptance Model (TAM), a system's perceived usefulness and usability influence user attitudes (Davis et al., 1989). ...
... It is the use of telecom devices to train and ultimately educate people. According to Sun et al. (2008), e-learning is emerging as the paradigm of modern education. They added that the great advantages of elearning include liberating interactions between learners and instructors, from limitations of time and space through the asynchronous and synchronous learning network model. ...
Coronavirus pandemic is currently ravaging the world with impacts felt in every sector of the economy.
With this, the role of the press in providing in depth, objective, accurate and timely information is very
crucial in preventing or reducing the spread of the virus and guide those affected towards services and
treatment. Freedom is essential in the performance of the press in this regard. However, it was not clear
how the press was free in the fight against the COVID-19 pandemic, hence, this empirical inquiry. Case
study design involving four cases relating to the phenomenon was adopted to interrogate the puzzle in
this study. Findings revealed the fights for press freedom by media organizations in Nigeria is not won
yet as officials of government continue to abuse the right of journalists in the exercise of their legitimate
duties like the coverage of COVID-19 pandemic. Arrests, charges, restriction on access to information,
excessive fake news regulation, intimidation and physical attacks are used by the officials of government
to prevent journalists from performing their legitimate watchdog functions amid the COVID-19
pandemic. Meanwhile, press freedom violations amid the COVID-19 pandemic in Nigeria has negative
impact on the ongoing effort to stem the pandemic as it prevent the public from having access to
privileged and timely information that would have assist them better in fighting the disease. We
concluded that press freedom is an essential factor that strengthens media independence and enhances
effective performance but the existing cases of media freedom violations can limit the performance of the
media in winning this fight. The study therefore, recommended for a freer environment for the press while
operating within the confine of the law and ethics of their profession amid COVID-19 for a more positive
result.
The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners’ cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.
The COVID-19 pandemic has had a great impact in education, and as an emergency response, education implemented some form of remote teaching and learning. This study aimed at describing the satisfaction level of university students in synchronous online teaching and learning at the Geography Department, University of the Aegean, Greece, during the COVID-19 pandemic. The sample of the research was 60 undergraduate students, who participated in online synchronous teaching geography courses in 2020–2021 (Semesters: Spring - Fall 2020; Spring 2021). Data collection was performed via a Google Forms questionnaire which the researchers distributed via e-mail; data analysis was done quantitatively, aimed at measuring students’ satisfaction on the quality of applying the online teaching methods. The result of students’ responses showed that 35 students (65.0%) were satisfied with the implementation of online learning organized by the department, and 13 other students (21.7%) stated that they were very satisfied, although there were also a small number namely 8 students (13.3%) expressed dissatisfaction. Most students were satisfied with the good communication with the professors and the students believe that the professors were facilitators. However, the students stated that they were dissatisfied with their effectiveness because they were bored with the independent assignments.
Η παρούσα εργασία έχει ως θέμα τη μελέτη του μοντέλου Kirkpatrick σε διαδικτυακά περιβάλλοντα μάθησης. Ειδικότερα, είναι σημαντικό να εξεταστεί η αποτελεσματικότητα του συγκεκριμένου μοντέλου σε ψηφιακά εξ αποστάσεως εκπαιδευτικά περιβάλλοντα. Επίσης, εκτιμάται η συμβολή του στη βελτίωση τόσο των προγραμμάτων σπουδών όσο και των εκπαιδευτικών που υιοθετούν την ηλεκτρονική μάθηση. Απώτερος στόχος είναι μέσα από την αξιολόγησή του να αναδειχθούν καλές πρακτικές εφαρμογής και βελτίωσης του συγκεκριμένου τρόπου εκπαίδευσης. Με βάση τη σχετική βιβλιογραφία, διατυπώθηκαν τα ερευνητικά ερωτήματα και υπο-ερωτήματα. Ως μεθοδολογία στην παρούσα έρευνα επιλέχθηκε η μετα-ανάλυση (meta-analysis), η οποία είναι άρρηκτα συνδεδεμένη με τη συστηματική βιβλιογραφική επισκόπηση (systematic review) και συνδυαστικά μπορεί να επιτευχθούν ασφαλή συμπεράσματα.. Ειδικότερα, αξιοποιήθηκαν συνολικά 21 άρθρα εκ των οποίων 9 κρίθηκαν κατάλληλα για το κυρίως στάδιο της μετα-ανάλυσης. Σύμφωνα με τα αποτελέσματα της έρευνας φαίνεται ότι το μοντέλο Kirkpatrick χρησιμοποιείται για τη μέτρηση της αποτελεσματικότητας προγραμμάτων κατάρτισης, κυρίως, σε σχέση με τα δύο πρώτα επίπεδα και λιγότερο και για το τρίτο επίπεδο ενώ το τέταρτο επίπεδο είναι πιο σπάνιο. Επίσης, γίνεται χρήση του, κυρίως, σε μαζικά διαδικτυακά μαθήματα (MOOCs) από Σχολές Ιατρικής. Τέλος, από τις βασικές εφαρμογές της διαδικτυακής μάθησης, η ασύγχρονη προσέγγιση προτιμήθηκε κατά την εφαρμογή του.
Pandemi covid-19 telah mengganggu perkuliahan secara konvensional. Pembelajaran tatap muka yang mengumpulkan banyak mahasiwa di dalam kelas ditinjau kurang efektif karena tidak dapat memutuskan mata rantai covid -19. Pembelajaran virtual (learning virtual) adalah salah satu alternatif mengatasi masalah tersebut dengan memakai Microsoft team, zoom, google classroom dan whats app. Tujuan penelitian adalah untuk mengetahui dan menganalisa gambaran tantangan mahasiswa perawat dalam menghadapi Virtual Learning pada masa pandemi Covid-19 di Prodi DIII Keperawatan Universitas Kristen Indonesia. Subjek penelitian adalah mahasiswa tingkat 1,2, dan 3. Data dikumpulkan dengan menyebarkan survei melalui Microsoft forms kepada 38 responden. Analisis data dilakukan dengan mengelompokkan data dari jawaban ya atau tidak. Hasil penelitian menunjukkan ada 26 responden (68%) menyetujui pembelajaran virtual sebagai usaha memutuskan mata rantai Covid-19, 35 responden (92%) merasakan banyaknya tantangan dalam menghadapi pembelajaran virtual dan ada 31 responden (82%) menyetujui pembelajaran virtual merupakan pilihan tepat untuk social distancing. Mahasiswa memiliki banyak tantangan dalam proses pembelajaran Virtual, seperti lemahnya jaringan internet dan keterbatasan media teknologi. Pembelajaran Virtual efektif karena dilakukan pembelajaran secara jarak jauh. Langkah strategis atau gagasan tertulis yaitu pemberian paket kuota internet secara gratis setiap bulan dan menganjurkan mahasiswa untuk menggunakan Wi-Fi kampus namun tetap menggunakan protokol kesehatan. Selain itu untuk meminimalisir ketidakpahaman mahasiswa dengan materi perkuliahan, dilakukannya pembelajaran secara virtual secara intens dengan media Google Teams, Zoom Meeting dan Microsoft Team.Kata kunci: Covid-19, Virtual, Mahasiswa, Tantangan
In the article, the authors discussed the course in the subject of heritage protection, including the conservation of historic buildings and placing new objects within historically formed development, at the Faculty of Architecture of the Poznan University of Technology. The authors emphasise the importance of analysing the composition of historical buildings' elevations existing in the vicinity of the designed object. Capturing the main compositional structures and guidelines of the facades of historical objects is difficult, and hence the authors show different ways to achieve this, emphasising different ways of observing the object and graphically recording the layout of the composition and later using these effects in the design stage. The aim is to acquire and improve the ability to fit the designed object into its historic context.
The purpose of this study was to identify the requirements of effectiveness of virtual education in sport sciences. This study was a qualitative and exploratory research conducted by applying a thematic analysis method. The participants included faculty members having experience in teaching theoretical and practical courses in the field of physical education and sport sciences. Given the nature of the research, semi-structured interviews are used as study instrument. Fifteen experts were interviewed as a research sample through purposive sampling to reach the theoretical saturation. The intra-subject agreement method was applied to ensure the reliability of the interview findings, and the validity was confirmed by consulting experts and reviewing the scripts based on their opinions. The thematic analysis of the data by Braun and Clarke's (2006) method led to the extraction of 107 codes, nine sub-themes and four main themes. The findings indicated that "Upgrading and Updating", "Flexibility", "Content Quality", as well as "Interaction and Communication" were the explored efficiency requirements of virtual education in sport sciences. The findings of the present study can be also considered by professors, students, and administrators of virtual education in physical education and sport sciences, as a basis for promoting the efficiency and effectiveness of virtual education.
The primary purpose of this study is to determine the role of critical success factors in corporate e-learning. The research was designed according to a holistic single case study, one of the qualitative research designs. According to the critical situation sampling, the research sample was determined, and the data were collected through semi-structured interviews with eight senior bank managers. The research data were collected with the permission of Sakarya University Social and Human Sciences Ethics Committee numbered 61923333/050.99. The data were analyzed according to content analysis using the MAXQDA qualitative analysis package program. Analysis results show seven critical success factors for corporate e-learning: staying in the environment and continuity, content quality, compliance with learning goals, accessibility, content attractiveness, interaction, and corporate communication support. According to the analysis findings, staying in the environment and continuity are the most critical success factors in e-learning. This study offers an andrological framework at the institutional level instead of research focusing on students generally and providing a pedagogical framework for evaluating e-learning success. The research results are essential in revealing the necessity of a macro perspective in assessing the success of the e-learning ecosystem consisting of individuals, the environment, institutions, education, and technology. This research is also original and essential in contributing to the employees seeing the factors that prevent the benefit they expect from e-learning.
The main purpose of this study is to determine the role of critical success factors in corporate e-learning. The research was designed according to a holistic single case study, one of the qualitative research designs. According to the critical situation sampling, the research sample was determined, and the data were collected through semi-structured interviews with eight senior bank managers. The data were analyzed according to content analysis using the MAXQDA qualitative analysis package program. Analysis results show seven critical success factors for corporate e-learning: staying in the environment and continuity, content quality, compliance with learning goals, accessibility, content attractiveness, interaction, and corporate communication support. According to the analysis findings, staying in the environment and continuity are the most critical success factors in e-learning. This study offers an andrological framework at the institutional level instead of research that focuses on students generally and provides a pedagogical framework for evaluating e-learning success. The research results are essential in revealing the necessity of a macro perspective in evaluating the success of the e-learning ecosystem consisting of individuals, the environment, institutions, education, and technology. This research is also original and essential in contributing to the employees seeing the factors that prevent the benefit they expect from e-learning
Purpose
E-training changed the employee experience with the help of virtual and online tools. This study aims to analyse the perceived impact of e-training on trainee experience and trainees’ self-assessment.
Design/methodology/approach
Data was gathered using a structured questionnaire from 853 employees of 30 Hydropower stations in North India. The partial least squares-structural equation modelling is used to test the relationships between study variables.
Findings
The result shows infrastructure and organisational support as the leading dimension, followed by trainer abilities and content/material/design to impact the perceived usefulness of e-training. The perceived trainee experience significantly impacts the e-training outcome as trainees’ perceived significant positive self-assessment.
Practical implications
Employees in select organisations indicate acceptance of the e-training. Hence, this study supports the applications of modern and emerging e-training tools as artefacts to support the learning and development of employees in select organisations.
Originality/value
This study explored the relationship between synchronous e-training and employee experience in the select power sector organisations previously dominated by traditional training tools.
The learning management system has been the easiest means for: tracking students’ development and progress in learning; keeping records of students’ performance; facilitating classroom instruction with interactive audio/visual devices that enhance deep understanding of the subject matter; accessing relevant information within a fraction of a second; communicating with a colleague via forum, to mention but a few. Thus, this study investigates teachers’ perceptions of the integration of the Learning Management System into classroom instruction at Sokoto State University. A workshop was organised to test the usability and effectiveness of integrating LMS into classroom instruction at Sokoto State University. A pre-and-post-test was administered to compare the level of teachers’ perception of LMS, after which a paired-sample t-test was conducted to compare the means of the scores. The results of the pre-test indicated that most teachers at Sokoto State University have a wrong perception of the role of LSM in facilitation instructions. However, after the workshop, almost all of the participants indicated a good perception of the importance and role of LMS in facilitating classroom instruction in the university. Finally, the result indicates that there is a significant difference between the teachers' perceptions before and after the workshop. The study concludes that tertiary institutions in Sokoto State need training on online, mobile, and web-based learning to enable them to compete with other universities in the world.
The COVID-19 pandemic has contributed to the drastic shift from traditional face-to-face teaching to an upsurge of online learning at all levels of education worldwide. The adoption of digital technologies continues to rise and impacts learning in higher education. This urgent transition has posed various challenges from the instructor-learner perspective relating to technology availability and accessibility, ineffective real-time communication, technology incompetence, lack of understanding of learners' attitude and characteristics, and a low rate of interactivity, engagement, and motivation. This chapter proposes strategies that promote learners' engagement and motivation in a technology-mediated online learning environment for meaningful and effective learning experiences. It also presents the current state of digital education, the existing motivational theories, the plethora of digital tools embraced for online teaching and learning, and a novel research model by considering key variables pertaining to online teaching and e-learners' engagement and perceived motivation.
There is an increased expectation about the usefulness of electronic learning (e-learning) to complement or substitute traditional face-to-face learning. However, the growth rate of the e-learning market has not properly reflected the high expectation. Researchers began to direct their attention to the assessment of e-learning effectiveness in order to solve the issue. However, little has been known about why some users stop adopting e-learning after their initial experience. Our work focuses on investigating the continuance usage problems in the field of information technology. A theoretical framework is proposed to address the continuance issue. This integrative framework makes three major contributions. First, it integrates the frameworks of computer self-efficacy (CSE) and the expectation-confirmation model (ECM). Second, it theorizes the causal relationship between the factors of perceived usefulness, confirmation, satisfaction, and information system (IS) continuance in the e-learning context. Finally, it explains users' online learning behaviors through a field survey. The results indicate that, in the context of learning conceptual knowledge in undergraduate education, there are significant relationships among the CSE of online learners, their perceived usefulness, confirmation, and satisfaction levels.
In this article, the authors discuss research findings of an evaluation of Web-based courses in which the researcher controlled for student input information-using Alexander Astin's (1993) Input-Environment-Outcome assessment model. Controlling for student characteristics decreased bias and minimized the chance of incorrectly attributing outcomes to the virtual environment. The results of this study support the view that students' satisfaction was influenced by the online environment and was not due to student characteristics.
This article compares courses in two web-based MBA programs on student perceptions of learning and satisfaction. The primary difference between the programs is that one conducts the courses entirely on-line while the other conducts the courses primarily on-line combined with one or two on-site class meetings. The results of the study showed that larger class sizes were negatively associated with learning and course satisfaction while the perceived flexibility of the delivery medium was significantly associated with perceived learning and satisfaction. The results also indicate that more experienced on-line students were more satisfied with their course delivery medium. These findings have significant implications for the role of web-based programs in a business school's strategy. They suggest that that rather than using these courses as a means to drive down the cost of delivering education, business schools may need to identify reasons for which they can charge premiums for them.
The trend toward delivering management education via the Internet has accelerated in recent years. However, research on what constitutes effective Internet-based courses is somewhat limited. This study examined the impact of technological and pedagogical characteristics of the virtual classroom on student satisfaction with Internet-based MBA courses. The perceived usefulness of the course software, perceived flexibility provided by taking the course via the Internet, and instructor efforts to create an interactive environment were the characteristics most strongly associated with student satisfaction. Finally, the article identifies several challenges and opportunities from these findings for management education researchers, educators, and business schools.
According to social constructivist theories of communication technology in organizations, work group members share identifiable patterns of meaning and action concerning communication technology. Empirical evidence of these patterns was found in a study of electronic mail use among a group of scientists and engineers. Social influences on technology-related attitudes and behavior were consistently stronger when individuals were highly attracted to their work groups. for individuals with low attraction, the specific patterns of influence were consistent with predictions from conformity research for compliance effects only; for those with high attraction, both compliance and internalization effects emerged.
The explosion of new communication technologies has generated widespread controversy over their potential effects on the workplace. Accurate claims of effects must be rooted in valid assumptions about just how the technologies are used. Consequently, media-use behavior has resurfaced as a vibrant area of inquiry. In this chapter, we take a close look at current media-use theories. http://sk.sagepub.com/books/organizations-and-communication-technology/n6.xml
Examines research on the relation between attitude and behavior in light of the correspondence between attitudinal and behavioral entities. Such entities are defined by their target, action, context, and time elements. A review of available empirical research supports the contention that strong attitude–behavior relations are obtained only under high correspondence between at least the target and action elements of the attitudinal and behavioral entities. This conclusion is compared with the rather pessimistic assessment of the utility of the attitude concept found in much contemporary social psychological literature. (4½ p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Computer systems cannot improve organizational performance if they aren't used. Unfortunately, resistance to end-user systems by managers and professionals is a widespread problem. To better predict, explain, and increase user acceptance, we need to better understand why people accept or reject computers. This research addresses the ability to predict peoples' computer acceptance from a measure of their intentions, and the ability to explain their intentions in terms of their attitudes, subjective norms, perceived usefulness, perceived ease of use, and related variables. In a longitudinal study of 107 users, intentions to use a specific system, measured after a one-hour introduction to the system, were correlated 0.35 with system use 14 weeks later. The intention-usage correlation was 0.63 at the end of this time period. Perceived usefulness strongly influenced peoples' intentions, explaining more than half of the variance in intentions at the end of 14 weeks. Perceived ease of use had a small but significant effect on intentions as well, although this effect subsided over time. Attitudes only partially mediated the effects of these beliefs on intentions. Subjective norms had no effect on intentions. These results suggest the possibility of simple but powerful models of the determinants of user acceptance, with practical value for evaluating systems and guiding managerial interventions aimed at reducing the problem of underutilized computer technology.
In powerful learning environments, rich contexts and authentic tasks are presented to pupils. Active, autonomous and co-operative learning is stimulated, and the curriculum is adapted to the needs and capabilities of individual pupils. In this study, the characteristics of learning environments and the contribution of ICT to learning environments were investigated. A questionnaire was completed by 331 teachers in the highest grade of primary education. Results show that many teachers apply several elements of powerful learning environments in their classes. This especially goes for the presentation of authentic tasks and the fostering of active and autonomous learning. However, the methods employed by teachers to adapt education to the needs and abilities of individual pupils proved quite limited. The use of ICT in general merely showed characteristics of traditional approaches to learning. Chances of using open-ended ICT applications, which are expected to contribute to the power of learning environments, were greater with teachers who created powerful learning environments for their pupils, and when there were more computers available to pupils. In addition, teachers' views with regard to the contribution of ICT to active and autonomous learning, teachers' skills in using ICT, and the teacher's gender appeared to be relevant background variables in this respect.
Improvement of equipment reliability through e-learning in order to solve problems and maximize plant production. E-learning delivers knowledge, expertise or assistance through network on demand. It helps groups of employees to leverage their collective knowledge for indiviual use, transfer information, solve real problems and document and archive the solutions. Analysis shows that employee feedback is essential to improve e-learning network content, delivery and management.
In higher education and to a lesser extent in the labour movement, computer-mediated communication (CMC) is being used for teaching, research and other purposes. In Canada, the open and distance Athabasca University cooperates with SoliNet, the computer communication network owned and operated by the Canadian Union of Public Employees, to provide credit courses to trade unionists across the country. The first CMC course was offered during 1994-95. This paper begins with an overview of educational provision on SoliNet. It then assesses the CMC experience by describing the 1994-95 course and its structure, providing student profiles and information on completion rates, analyzing the conference messages, and commenting on the usefulness of the conference for facilitating group interaction and on the experience of moderating the conference. CMC offers a forum for group discussion which is lacking in other distance-education delivery options and is an important part of adult and labor studies pedagogy.
This study examines the influence of the individual characteristic of playfulness on the use of the World Wide Web (WWW). Previous research suggests that microcomputer playfulness has an effect on computer usage in general, and we found support for a similar relationship in WWW use. Two samples of students were surveyed in this study; one consisting of undergraduate students and the other comprised of graduate students. Our findings also suggest that both intrinsic and extrinsic factors affect WWW use differentially for entertainment purposes and for course work purposes. Our study confirms previous research in that we found that ability to use the computer has a positive effect on WWW usage.
This article describes the design and delivery of a graduate-level course in management at two universities via advanced information technology, which was used to enable collaborative learning, teaching with transcontinental student teams and multiple instructors, and integration of external expertise. This partnership enriched student learning and expedited faculty and institutional development. We predict that such transformations will increase as schools of management and institutions of higher learning in general seek to add educational value at low cost.
This paper presents a discussion on the concept of audiographics to support distance education in library and information science. Both on-campus and off-campus student attitudes and perceptions toward the technology utilized in a library and information science graduate level course on information and communication technology are compared and summarized in a case study. Off-campus or distance students' perceptions of the technology's effectiveness were more positive than local students, although both groups generally found it to be beneficial as a teaching and learning technology.
A study of 10 large business firms indicates that the success of end-user computing includes two sometimes conflicting dimensions: user satisfaction and the ability of information systems (IS) management to show that end-user computing is profitable. User satisfaction was found to be related to software, environmental, and personnel characteristics. To ensure user satisfaction, IS management often has to invest heavily in computing tools and facilities, and such investments have to be justified to top management. Stricter control on end-user computing is a common response to top management's concerns; such controls may negatively affect user satisfaction. The conflict may be avoided by better planning the evaluation of end-user computing and by making users responsible for demonstrating tangible benefits.
Computers and telecommunications are having a huge impact on businesses. They are also beginning to have some impact on the education and training of managers. The Open University's Business School recognizes that management learning has to keep up with changes in businesses, and is now using this technology for teaching. In particular, computer mediated conferencing is an important new way of sharing, constructing and transmitting knowledge among students taking the University s management courses. The Business School has undertaken large-scale online training for its management tutors as part of an action research study. This article presents some of the findings from the tutors' and students' points of view, and discusses the problems of online conferencing, as well as the potential benefits.
Computer-mediated communication (CMC) has been viewed as overcoming process losses in groups by fostering equal particpation in discussions. This study examines antecedents of participation and tests the hypothesis that the benefit of the equalization effect depends on how information is distributed within the group. Fifty-four 3-person groups worked on a problem-solving task either in computer conferences or inface-to-face meetings. Additional pieces of information (clues) were distributed equally across members orto single members. In contrast to ideas that electronic communication reduces inhibitions, participation in CMC was associated with individual differences in extraversion. In addition; despite more equal participation in CMC, individuals dondated in both media. Media had few effects on information sharing or performance, although CMC groups were less satisfied with the process. Results of this and other studies of group problem solving suggest that patterms of interaction andperformance in computer-mediated groups do not depart substantiallyfrom face-to-face groups, although CMC may introduce new process losses.
This study investigated the effects of goal setting on Internet searches and examined the relationship between Internet self-efficacy and search task performance. Participants searched the Internet and listed the names of the industrial-organizational psychologists they found. Control participants were instructed to “do their best” to find as many names as possible, and experimental participants were assigned the goal of 70 names. As expected, participants in the goal condition worked longer than did those in the control condition. Furthermore, the data generally supported the hypothesis that individuals with goals would produce more results than their non-goal-directed counterparts. Compared to control participants, however, those with goals did not visit a smaller proportion of non-task-related web sites as predicted. Finally, the anticipated positive correlation was found between Internet self-efficacy and the number of correct search results produced. It is concluded that goal setting may be an effective method for increasing online productivity.
Technology-mediated distance learning is becoming increasingly important to business curricula. However, little theoretical development or empirical research has examined teaching effectiveness in distance learning. Thus, this article draws from research in management communications, education, and information systems to develop an initial conceptualization of influences on technology-mediated distance learning outcomes. It then reports on an exploratory study utilizing both qualitative and quantitative techniques to examine 247 students' reactions to such distance learning.
This article describes the lessons learned from teaching human resource management via Web-based instruction. Three areas of recommendation are addressed: (a) communication logistics, (b) knowledge sharing, and (c) the benefits of conducting a pilot program. Although the specific content for this course was human resource management, the same principles for creating a valuable learning experience are applicable to any content taught via the Internet.
In the present study three groups of college students participated in a year-long study course using three different Distance Learning methods. After 60 hours of study by way of the Distance Learning systems, inter-group comparisons of student satisfaction with the particular Distance Learning delivery system as well as student achievement in the study course were carried out. Results of the study indicate that the interactive Picture-Tel Distance Learning system contributes to significantly higher levels of student satisfaction and student achievement than the interactive Internet Distance Learning methodology, which in turn contributed to significantly higher levels of student satisfaction and academic achievement than the interactive Electronic Classroom audiographic Distance Learning configuration. In light of the results it is suggested that when the issue of introducing Distance Learning at the college level is addressed, it is preferable to install a Picture-Tel type system rather than an Internet or Electronic Classroom type methodology in order to best promote student satisfaction as well as student achievement.
A model is proposed which expresses consumer satisfaction as a function of expectation and expectancy disconfirmation. Satisfaction, in turn, is believed to influence attitude change and purchase intention. Results from a two-stage field study support the scheme for consumers and nonconsumers of a flu inoculation.
The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics.
"The core of what is presented derives… from experimental work on the normal range of personality, some of which has been systematically carried out in our own laboratory over the last twenty years." Chapter 2 reviews premetric theory, Chapter 3 is given to methodology, and Chapters 4-6 are devoted to type and trait definitions of neuroticism and anxiety. Chapters 7 and 8 deal with individual differences and Chapter 10 with somatic and physiological interactions in neuroticism and anxiety. Chapter 9 covers "Anxiety and Neuroticism Distinguished as States Among Malergic States of Stress, Fatigue, and Depression." Chapter 11 discusses the influences of situational stimuli, personal history, and the culture pattern. "Chapters 12 and 13 integrate theoretically the data" of Chapters 4 through 11. Chapters 14 and 15 discuss the use of measuring instruments in diagnosis and "Particulars on the Available Measuring Instruments." From Psyc Abstracts 36:01:1HK35C. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article describes the design and delivery of a graduate-level course in management at two universities via advanced information technology, which was used to enable collaborative learning, teaching with transcontinental student teams and multiple instructors, and integration of external expertise. This partnership enriched student learning and expedited faculty and institutional development. We predict that such transformations will increase as schools of management and institutions of higher learning in general seek to add educational value at low cost.
This study examines how attitudes held before attending a computer course differ on the basis of gender, intention to purchase a computer, and computer ownership. Results indicate that gender and ownership are responsible for attitudinal differences, while intent to purchase is not. Further analyses reveal that attitudes differ between learning performance groups. More than all other groups, students who withdrew from the course during the semester and students with the highest performance level in the course perceive computers as increasing job complexity. Ownership eliminated nearly all gender differences in computer attitudes. The implications of these results for managers and future research are discussed.
As distance learning and the Internet have become popular, teaching courses over the Internet will become common. Preparing and teaching a distance learning class over the Internet is considerably different than teaching in the traditional classroom. This article presents a case study in developing and conducting a purchasing class over the Internet. It describes how class information, lectures, and class discussions were conveyed to the student on a Web site and how homework and individual correspondence were transmitted by e-mail. Additionally, the differences between traditional classrooms and Internet-based courses are discussed, and general information on distance learning is presented.
Previous research indicates that perceived usefulness is a major determinant and predictor of intentions to use computers in the workplace. In contrast, the impact of enjoyment on usage intentions has not been examined. Two studies are reported concerning the relative effects of usefulness and enjoyment on intentions to use, and usage of, computers in the workplace. Usefulness had a strong effect on usage intentions in both Study 1, regarding word processing software (β=.68), and Study 2, regarding business graphics programs (β=.79). As hypothesized, enjoyment also had a significant effect on intentions in both studies, controlling for perceived usefulness (β=.16 and 0.15 for Studies 1 and 2, respectively). Study 1 found that intentions correlated 0.63 with system usage and that usefulness and enjoyment influenced usage behavior entirely indirectly through their effects on intentions. In both studies, a positive interaction between usefulness and enjoyment was observed. Together, usefulness and enjoyment explained 62% (Study 1) and 75% (Study 2) of the variance in usage intentions. Moreover, usefulness and enjoyment were found to mediate fully the effects on usage intentions of perceived output quality and perceived ease of use. As hypothesized, a measure of task importance moderated the effects of ease of use and output quality on usefulness but not on enjoyment. Several implications are drawn for how to design computer programs to be both more useful and more enjoyable in order to increase their acceptability among potential users.
Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT-based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students' preferences for structured distance learning, whereas independence in learning is positively connected to students' preferences for the more open Internet functionality.
This study investigated the dimensions of self-exploration in Web-based learning environments using an attitude survey given to 209 college students. Through factor analysis, five dimensions of self-exploration in Web-based learning environments were identified. One-way analysis of variance revealed statistically significant differences in levels of self-exploration in three dimensions by gender and in four dimensions by native English speaking ability. Understanding the dimensions of self-exploration in Web-based learning environments among college students may help educators (1) design effective Web-based instructional materials, (2) identify Web resources that draw on students’ learning needs and interests, and (3) consider different interests of students who speak English as a second language.
The link between distance learning and telematics is becoming ever stronger, yielding new solutions to old problems, innovative educational resources and new teaching/learning models. One of the most innovative and promising fruits of this relationship is on-line education, notably a process whereby all the participants (teachers, tutors and students) are linked up in a computer network; the effect of this is the creation of a fully-fledged learning community in which all individuals take an active part and make a valuable contribution to the group. The aim of the paper is firstly to outline the distinctive characteristics of on-line education methodology and secondly to examine the POLARIS project, which proposes an experimental approach for in-service teacher training based on intensive use of computer mediated communication according to the principles of on-line education.
The nature of anger, hostility, and aggression and the relations among these concepts are considered in this chapter. The
evolution of the concepts of anger and aggression from the ancient writings of Plato and Aristotle to those of Darwin and
Freud is noted. Recent research findings on the relationships between anger, Type A behavior, and coronary heart disease (CHD)
are also reviewed, and the essential distinction between anger as an emotional state and individual differences in anger as
a personality trait is clarified. Conceptual definitions of anger, hostility, and aggression are examined as components of
the AHA! Syndrome, in which anger is clearly an essential emotional motivator of both hostility and aggression. The chapter
concludes with a discussion of the ubiquitous nature of anger in daily life and the use of the State–Trait Anger Expression
Inventory (STAXI) to assess the experience, expression, and control of anger in research and the diagnosis and treatment of
anger-related problems.
Effects of student motivation on performance in Web-based instruction (WBI) were examined. In particular, applicability of the self-efficacy theory to WBI contexts was tested. A total of 152 junior high school students in Seoul, Korea, participated in WBI during regular science classes. Participants completed motivational surveys before the onset of WBI and took the written and search tests at the end of WBI. Path analyses revealed that students' self-efficacy for self-regulated learning positively related to their academic self-efficacy, strategy use, and Internet self-efficacy. Academic self-efficacy predicted students' performance on the written test, which comprised problems on topics covered during the previous WBI sessions. Students' scores on the WBI search test were significantly and positively predicted by their self-efficacy in using the Internet. More interesting, students' academic self-efficacy beliefs were not able to predict their search test performance, whereas students' Internet self-efficacy beliefs were not able to predict their written test performance.
The use of video conferencing systems (VCS) for meetings that transcend geographical dispersion in the workplace has increased significantlu in recent years. But, where do video conferencing systems fit in relation to traditional communication media used in the workplace? Research suggests that VCS is somewhere between the telephone and face-to-face meetings in terms of media richness. Guidelines on how to use this technology more efficiently and effectively focus on the type of meeting, the emotional content of the situation, the number of sites and individuals included and preparation for the meeting itself. Appropriate use of VCS promises to provide great benefits in productivity.
The paper reports the results of a field study investigating the determinants of End-User Computing (EUC) effectiveness among 187 end-users. A conceptual structural model was developed and tested using Partial Least Squares (PLS). The results show that computer anxiety and attitudes toward EUC are significantly affected by work/life experiences, end-user training, computer experience, and information center support. Computer anxiety also affected attitudes towards EUC. In addition, the number of tasks for which computers are used is directly affected by end-user training, computer experience, organizational support provided by information center and top management, task structure, and attitudes toward EUC. Furthermore, system usage, end-user satisfaction, and perceived effectiveness are strongly affected by end-user training, computer experience, top management support, information center support, task structure, task variety and attitudes towards EUC.
A great deal of time in the traditional classroom environment is spent gathering information (taking notes) rather than processing the information and assimilating the information. The traditional learning model goes from the gathering to recall stage without regard for whether the information is actually comprehended (processed and assimilated). The research reported in this paper employed a quasi-experimental design to examine whether technology-enabled collaborative learning involving case analyses is superior to individual constructive learning involving individual case analyses where the goal of both methods is to increase student interest in the course, increase student understanding of the material, and enhance student performance. The study found that students working collaboratively in either small or large groups were more interested in the material and perceived themselves to learn more than students that worked individually but that students that worked individually outperformed students that collaborated in small or large groups before working individually.
Undergraduate students enrolled in courses that incorporate Web-based modules were surveyed to assess their satisfaction with learning in a digital instructional environment, with the goal of identifying learners' temperaments as possible predictors of satisfaction. Temperament classifications were guardian, artisan, idealist, and rational and were determined through the Keirsey Temperament Sorter II (KTSII). Satisfaction was measured on a 16-item satisfaction scale. The research sample was comprised of 145 male and female volunteer participants from a variety of academic majors at a large southeastern university. Considered important from the research findings is the absence of temperament as a predictor of satisfaction, with the view that students considering enrolling in courses that incorporate digital learning, but who may be reluctant to register because of perceived mismatches between personal traits and the digital environment, should be reassured that the environment is not restrictive in terms of temperament.
Despite the growing role of computers in society, some individuals may actually avoid and resist learning about computers due to their anxiety. The present study was conducted in order to develop and validate the Computer Anxiety Rating Scale (CARS), by examining the behavioral, cognitive, and affective components of computer anxiety. The CARS was shown to be a reliable and valid measure. Higher levels of computer anxiety were related to greater math and test anxiety, and to less computer experience and mechanical interest. During an actual computer interaction, greater computer anxiety was associated with lower expectations and poorer task performance, as well as with greater state anxiety, reported physiological arousal, and debilitative thoughts. These results are consistent with a cognitive-attentional theory of computer anxiety and suggest directions for future research. Consistent differences between women and men on indices of computer anxiety were not found.
The benefits of an e-learning system will not be maximized unless learners use the system. This study proposed and tested alternative models that seek to explain student intention to use an e-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method. The models integrated determinants from the well-established technology acceptance model as well as system and participant characteristics cited in the research literature. Following a demonstration and use phase of the e-learning system, data were collected from 259 college students. Structural equation modeling provided better support for a model that hypothesized stronger effects of system characteristics on e-learning system use. Implications for both researchers and practitioners are discussed.
This paper investigated the value of including “playfulness” in expectation-confirmation theory (ECT) when studying continued use of a web site. Original models examined cognitive beliefs and effects that influence a person’s intention to continue to use an information system. Here, an extended ECT model (with an additional relationship between perceived playfulness and satisfaction) was shown to provide a better fit than a simple path from perceived usefulness to satisfaction. The results indicated that perceived playfulness, confirmation to satisfaction, and perceived usefulness all contributed significantly to the users’ intent to reuse a web site. Thus, we believe that the extended ECT model is an appropriate tool for the study of web site effects.