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1.
The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes. 相似文献
2.
Brian Hudson David Owen Klaas van Veen 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):577-603
In this paper we discuss the background to this study in the development of the international MSc e‐Learning Multimedia and Consultancy. The aims of the study focus on the conditions for achieving communication, interaction and collaboration in open and flexible e‐learning environments. We present our theoretical framework that has informed the design of programme as a whole which is based on a socio‐constructivist perspective on learning. Our research is placed within an action research framework and we outline our position within the critical or emancipatory tradition and also our standpoint on the use of ICT in education. We discuss the design of the programme and also our pedagogical approach and describe in detail the particular context for this study. We report on the student experience of being learners on this module, their perceptions of what they have gained most from learning from and with each other and their responses to the various ways in which ‘scaffolding’ has been designed and implemented by the tutors. Finally we offer some reflections on the conditions for achieving well‐orchestrated interdependence in open and flexible e‐learning environments. 相似文献
3.
Professor John G Hedberg PhD 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):E10-E10
This book seeks to formalise approaches to e‐learning by ensuring that e‐resource design is evaluated and appropriately supported by evidence. The book is aimed at academics who design e‐learning systems and need to devise scholarly evaluation research to assess their success. If this book's likely to relate closely to what you do, I suggest you borrow a copy so you can assess it for yourself. John G Hedberg 相似文献
4.
With the proliferation of paid mobile learning applications (m-learning apps), understanding how to assess their success has become an important issue for academics and practitioners. Based on the information systems (IS) success models and the value-based adoption model, this study developed and validated a multidimensional model for assessing paid m-learning app success. The proposed model describes the interrelationships among seven paid m-learning app success variables: system quality, information quality, perceived enjoyment, perceived fee, user satisfaction, intention to reuse, and learning effectiveness. Data collected from 160 paid m-learning app users were tested against the research model using structural equation modeling (SEM). The empirical findings provide evidence that learning effectiveness is affected by user satisfaction and intention to reuse, which, in turn, are determined by system quality, information quality, perceived enjoyment, and perceived fee. The findings of this study provide several important theoretical and practical implications for the development, implementation, and promotion of paid m-learning apps. 相似文献
5.
Evaluation of the design and implementation of a web‐based e‐health application offers an opportunity to apply extensive research findings and evidence‐based practices from the learning and performance literature. In this study, we examined how interactions between stakeholders influenced the design, implementation, and outcomes of an e‐health education system. The online system was designed for adults with diabetes. A midsized suburban medical practice in the Midwest partnered with a private sector information technology provider and a university research team to develop the system for patients. Design of the support system was based on a model developed by Schaffer and colleagues, and the implementation strategy was informed by Ely's conditions‐of‐change model. Analyses of design and pilot study implementation processes were accomplished through the lens of responsive evaluation. Discussion of the successes, tensions, and challenges related to the design of learning and performance environments in the e‐health context will guide future system design and evaluation efforts. 相似文献
6.
Kate Thompson Shannon Kennedy‐Clark Penny Wheeler Nick Kelly 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):461-470
This paper describes a technique for locating indicators of success within the data collected from complex learning environments, proposing an application of e‐research to access learner processes and measure and track group progress. The technique combines automated extraction of tense and modality via parts‐of‐speech tagging with a visualisation of the timing and speaker for each utterance developed to code and analyse learner discourse, exploiting the results of previous, non‐automated analyses for validation. The work is developed using a dataset of interactions within a multi‐user virtual environment and extended to a more complex dataset of synchronous chat texts during a collaborative design task. This methodology extends natural language processing into computer‐based collaboration contexts, discovering the linguistic micro‐events that construct the larger phases of successful design‐based learning. 相似文献
7.
ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement. 相似文献
8.
Sylvia M. Truman Philip J. Truman 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):131-142
The evolution of the World Wide Web has encouraged a huge surfacing of e‐learning technologies over recent years. Often, such technology is rolled out devoid of consideration towards the way in which students process and assimilate information. To date, there exists inconclusive and contradictory evidence concerning learnability effects of single‐ and dual‐model systems in education. To overcome this, we advocate that the design of e‐learning systems requires a managed mix of elements grounded in cognitive psychology. In this paper, we report the results of a study concerned with determining an effective mix of multimedia elements. This is with regard to the situated learnability effects of single‐ and dual‐modal systems tested via ‘text only’ and ‘text and auditory–verbal’ conditions. We report on these experiments using science computer‐assisted teaching and music‐oriented learning environment, e‐learning environments developed to act as test platforms for this research. The results indicated that simultaneous presentation of identical information via text and narration was associated with enhanced learnability. 相似文献
9.
Kihyun Kim Silvana Trimi Hyesung Park Shanggeun Rhee 《Decision Sciences Journal of Innovative Education》2012,10(4):575-587
Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e‐learning platforms. This study examines the success of e‐learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e‐learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university‐wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e‐learning CMSs and their causal relationships, this study provides practical implications for managing e‐learning courses and resources for a more flexible and effective CMS‐centered, e‐learning environment. 相似文献
10.
11.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):412-426
e‐Learning courses are fast becoming common‐place, yet the success of these online courses varies considerably. Since limited research addresses the issue of e‐learning quality (ELQ) of service in higher education environments, there is an increasing need to effectively assess ELQ. In this paper, we argue that to obtain a satisfactory e‐learning student experience, we must offer more than access to learning material. The research proposes an extended SERVQUAL model, the ELQ model, which in addition to key service constructs, facilitates consideration of both information and system quality factors. Exploratory Factor Analysis is conducted to investigate the reliability and validity of the measurement model, and multiple regression analysis is used to test the research model. Data analysis reveals that Assurance, Responsiveness, Tangibility, Course Website and Learning Content have a positive correlation with the perception of ELQ. e‐Learning students value a stable, and easy to use e‐learning environment, yet do not perceive empathy and reliability as significant to student perception of ELQ. 相似文献
12.
Paul H. Kim 《Educational technology research and development : ETR & D》2009,57(3):415-435
This paper discusses an action research study focused on developing a mobile learning model of literacy development for underserved
migrant indigenous children in Latin America. The research study incorporated a cyclical action model with four distinctive
stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved in the study to design, test,
and enhance a mobile learning model. The findings, to date, reveal some of the contextual phenomena that create both challenges
and opportunities for a mobile learning model. From this, design strategies are evolving focused on sustained literacy exposure
for extremely marginalized (economically, educationally, geographically, and technologically) migrant indigenous children
who have no consistent access to a formal education system. 相似文献
13.
建设学习型社会、构筑终身学习体系是国际教育大趋势,培养学习者在真实情景和多重技术环境下深度学习能力已成为重要的时代命题。本文对深度学习的产生和发展进行历史回朔,利用内容分析法从研究方向、研究范畴、研究类型及应用对象对国内10年来e-Learning环境下深度学习的相关刊文献进行梳理,同时对文献被引频次和关键词词频进行排序分析。研究得出4点结论：一是研究日趋多元与深入,呈现全面发展格局;二是实证研究得到重视,设计及行动研究有待深入;三是学习理论、技术观和教学理论与其存在密切关联;四是大视角、游戏与开放环境的研究成为未来关注重点。 相似文献
14.
There is a shift going on in Dutch higher education from traditional, teacher centred education to student learning activities. The trend is to structure these activities in real-life tasks, projects or case situations in which Information and Communication Technology (ICT) is integrated. This paper discusses results of a two-year project implementing this type of education. The focus of the project was on task-based team learning with Information and Communication Technology. In this project two Dutch universities worked together. One partner was the Hogeschool van Utrecht, a university for applied science and professional development. The other was the University of Utrecht, a general university. A large department and an educational expert centre were involved in each university. Learning environments were developed in two settings: Economics and Management (Hogeschool van Utrecht) and Medicine (University of Utrecht). An example of a task-based team learning environment is described. It is a course on E-business of 280 hours of study for part-time students in Economics and Management. The didactical model of task-based team learning underlying this course is presented. The results confirm that the model is relevant and useful. In an analytic part of the project good practice for design, development and implementation was identified from literature and assembled in two sets of guidelines, one design of task-based team learning with ICT and one for development and implementation. Substantial implementations of new learning imply changes in the organisation of education, the roles of students and teaching staff, and the infrastructure. Because of this, the design and development process become complex activities and have to be split into sub-processes for effectiveness. A process model for design, development and implementation was therefore introduced in the project and is presented here. The developed guidelines were reviewed with respect to (critical) success factors contributing to success or failure of the courses developed. There are always risks in course design and development, and specifically so in task-based team learning, because students have an explicit responsibility for their own activities. What are then the essential factors decisive for success or failure of design, development and the running of such courses? Design and development guidelines were reviewed to identify success factors and the actors involved. Some of these success factors were deemed to be critical, others non-critical. In the last stage of the project these success factors were validated with experienced designers and developers. Some examples are presented. 相似文献
15.
Hassan M. Selim Ahmed 《Decision Sciences Journal of Innovative Education》2010,8(2):313-346
E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described. 相似文献
16.
Online educational technologies and e‐learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e‐learning tool success is based on more than just user satisfaction and preliminary learning outcomes—rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e‐learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e‐learning tool success. To assess the usability of an e‐learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e‐learning tool use is essential in ensuring e‐learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e‐learning tool's life cycle. Anat Sci Educ 10: 190–199. © 2016 American Association of Anatomists. 相似文献
17.
An empirical investigation of students' behavioural intentions to use the online learning course websites 总被引：2，自引：0，他引：2
Su-Chao Chang Feng-Cheng Tung 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):71-83
With the development of the Internet in the era of knowledge‐driven economy, e‐learning is experiencing rapid growth. The online learning course websites are drawing more attention as well. This research combines the innovation diffusion theory and the technology acceptance model, and adds two research variables, perceived system quality and computer self‐efficacy to propose a new hybrid technology acceptance model to study students' behavioural intentions to use the online learning course websites. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived system quality and computer self‐efficacy were critical factors for students' behavioural intentions to use the online learning course websites. By explaining students' behavioural intentions from a user's perspective, the findings of this research help to develop more user‐friendly websites and also provide insight into the best way to promote new e‐learning tools for students. 相似文献
18.
Byung-Ro Lim 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):627-643
The purpose of this study is to discuss major issues in designing inquiries on the web. Instructional designers face a lot of difficulties and challenges to deal with in the course of designing inquiry experiences for learners in the online environment, a complex and ill‐structured learning environment. Facilitating inquiry or using an inquiry‐based learning approach on the web has both advantages and disadvantages. Instructional designers need to acknowledge the design issues arising in each and every phase of the design process. Utilising appropriate design strategies, instructional designers can provide positive learning experiences for their online learners. For this purpose, three representative cases in the context of teacher professional development were examined and six major issues were identified as follows: (1) seeking a balance between a system‐generated guide and human facilitator, (2) visual representation of the inquiry process, (3) motivating learners with the right question, (4) engaging learners in various learning activities, (5) guiding the inquiry process with various scaffolds, and (6) maximising learning by coordinating resources, tools and the community of inquiry. This study explains each issue in great detail and provides possible guides for instructional designers to handle the issue. 相似文献
19.
This article describes a national school improvement project involving five compulsory schools for hard‐of‐hearing pupils, located in different parts of Sweden. Using action research, the teachers tried to change the communication patterns among the pupils by changing their own classroom practices, In this process the teachers tested and used different tools, such as writing, shadowing and facilitating each other, over a three‐year period. The purpose of this article is to examine how tools used in action research can be used to promote learning in relation to the concept of the zone of proximal development. The theoretical framework of the study is based on action research, as a collaborative way of creating knowledge, and on sociocultural learning theories. The basic assumption is that teachers, by using different tools, also challenge each other’s learning. The results show the importance of internalising tools that become owned by individuals or communities of practise. To be able to assume an active role in the zone of proximal development, and to produce knowledge collaboratively, a meaning‐making process was needed. It was found that this could be realised if the participants had an awareness of how to function as a critical friend among colleagues. Furthermore, the results revealed that, by using different tools, different voices can be heard. Three categories of voices were identified. 相似文献
20.
Pilar Pazos Marina Micari Gregory Light 《Assessment & Evaluation in Higher Education》2010,35(2):191-208
Collaborative learning is being used extensively by educators at all levels. Peer‐led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi‐phase research study we describe the development of an observation instrument that can be used to assess peer‐led group learning. This paper illustrates the development of a classification system for peer‐led learning groups and an instrument based on this classification system. The instrument evaluates small learning groups on two important aspects of group learning: problem solving approach and group interaction style. We provide evidence of the factor structure of the two dimensions using both exploratory and confirmatory factor analysis. We also provide information about the reliability of the two scales as measured by the Cronbach's alpha coefficient. Data from a large peer‐led learning programme was used to conduct the factor analysis. Results from the factor analysis confirmed that the instrument is actually measuring two key characteristics of small learning groups: problem solving approach and group interaction style, characteristics that have been linked to effective functioning of the group and to the student learning outcomes. This instrument may be particularly appealing to practitioners (faculty members, those running small‐group learning programmes, etc.) because it is easy to use and it does not require extensive time for analysis. 相似文献