A proposed model for evaluating the success of WebCT course content management system

Tella, Adeyinka; Mutula, Stephen M.

doi:10.1016/j.chb.2010.07.007

Cited by 67 publications

(48 citation statements)

References 25 publications

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“…User satisfaction had a strong effect at this phase and accounted for 57.2 % of the variance in net benefits, while e-readiness diminished but still had a small effect, accounting for 12.1 % of the variance in net benefits. Research supports these findings that user satisfaction has the most significant contribution in ELS success (Adeyinka and Mutula 2010). The findings in this study suggest that enjoying the experience while using the ELS has a greater influence in enhancing online instructors' teaching experiences than frequently using the ELS.…”

Section: E-readiness At Course Completion Phasesupporting

confidence: 77%

An assessment of online instructor e-learning readiness before, during, and after course delivery

2016

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Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and LeePost's (Decis Sci J Innov Educ 4(1): [67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83][84][85] 2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6 % e-ready, only 72.6 % were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

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Section: E-readiness At Course Completion Phasesupporting

confidence: 77%

An assessment of online instructor e-learning readiness before, during, and after course delivery

2016

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“…Previous studies indicated that SRL is the crucial skill for success in computer-based learning environments (Adeyinka and Mutula 2010). However, learners cannot always regulate themselves successfully because of reasons such as lack of good strategy use (Pressley and Hilden 2006), lack of metacognitive knowledge (Veenman et al 2006), failure to control of metacognitive processes (Hacker et al 2009), or lack of experience in learning environments with multiple representations (Azevedo et al 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

179

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This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.

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“…SRL is defined as “the process whereby students activate and sustain cognitions that are systematically oriented toward an attainment of their goals” (Schunk & Zimmerman, ) and is regarded as one of the most important skills needed for lifelong learning (Ifenthaler, ). Students' SRL is considered as one of the success factors in online learning and course content management systems, because it is critical for measuring success in an educational context (Adeyinka & Mutula, ). Given the electronic, social, and self‐directed nature of online learning, it is essential for researchers to examine learner self‐regulation in online environments (Shea & Bidjerano, ).…”

Section: Background and Objectivesmentioning

confidence: 99%

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Tsai¹,

Shen²,

Fan³

2013

Brit J Educational Tech

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A proposed model for evaluating the success of WebCT course content management system

Cited by 67 publications

References 25 publications

An assessment of online instructor e-learning readiness before, during, and after course delivery

An assessment of online instructor e-learning readiness before, during, and after course delivery

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

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