Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools

Hsieh, Po-An J.; Cho, Vincent

doi:10.1016/j.compedu.2011.05.002

Cited by 71 publications

(32 citation statements)

References 70 publications

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“…The findings are consistent with the Islam's () argument that satisfaction with the environment and content has a high positive correlation with students' perceived academic performance. Similar results were reported in previous studies, where satisfaction is an important antecedent of perceived academic performance (Lee & Lee, ; Cho & Hsieh, ) and perceived learning effectiveness (Liaw, ).…”

Section: Discussionsupporting

confidence: 91%

“…Students meeting the required goals in terms of higher grades predict their satisfaction from the learning environment or content. Satisfied users perform better than unsatisfied users (Bailey & Pearson, ; Lee & Lee, ; Cho & Hsieh, ). Islam () argued that if the students are provided with better learning assistance in terms of learning content and effective discussions, they become satisfied with the content and overall learning environment, which leads to improved academic performance.…”

Section: Research Frameworkmentioning

confidence: 99%

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What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

Waheed

Kaur

Kumar

2016

Computer Assisted Learning

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Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success frameworkthis study presents the indicators of perceived eLearning knowledge quality and its influence on students' satisfaction, which further influences their learning outcome and loyalty. In order to validate the eLearning KQ instrument and proposed relationshipsdata were collected from 348 online undergraduate and postgraduate students. The results of Confirmatory Factor Analysis validate five dimensions of perceived eLearning KQcomprising Intrinsic KQ, Contextual KQ, Representational KQ, Accessible KQ and Actionable KQ. Further, the proposed relationships tested using Structural Equation Modelling demonstrated two main findings: (i) significant relationship between KQ and satisfactionimplying that students are gaining quality knowledge from eLearning content and are satisfied with it; (ii) significant relationship between satisfactionacademic performance, learning effectiveness and students' loyalty. This implies that satisfied students perceive better learning outcomes and a higher degree of loyalty towards the eLearning environment. The study contributes a causal model to encompass the distinct relationships between knowledge quality, satisfaction, learning outcomes and loyalty within an eLearning environment. Implications on eLearning delivery are also discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Research Frameworkmentioning

confidence: 99%

What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

Waheed

Kaur

Kumar

2016

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…the ability to propose several possibilities or solutions for one question. A student's thinking presents fluency when proposing several responses at the stage of concept generation (Hsieh et al, 2011). 2.…”

Section: Creativitymentioning

confidence: 99%

Effects of Synchronous Web-Based Instruction on Students’ Thinking Styles and Creativity

Kuo

2016

EURASIA J MATH SCI T

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Technology and innovation are the power of human civilization. In face of such a changeable era, the rapid development and circulation of information technology has hastened the diversification of society. To cope with the approach of information society, teaching methods should also be changed, as traditional injection education could no longer adapt to the changing society. Different from the face-to-face lecturing in traditional classrooms, learners at different places could still precede "face-to-face" like instruction through synchronous web-based instruction. It is expected to promote students' creativity. Taking teachers and students of public and private universities in Kaohsiung City as the sampling subjects, 600 copies of questionnaires are distributed. Total 428 valid copies are collected, with the retrieval rate 71%. The research results are concluded as following. 1. Synchronous web-based instruction would affect thinking styles. 2. Synchronous web-based instruction would influence creativity. 3. Thinking styles reveal notably positive effects on creativity. The research results and suggestions are expected to have teachers change the teaching methods in order to promote students' creativity.

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“…One of the key determinants identified in their work was flexibility. Hsieh and Cho (2011) used TAM to compare instructor-to-student interactive versus self-paced e-learning tools, and their findings indicated that instructor-to-student interactive e-learning tools led to higher perceived usefulness and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Impact of Collaborative Work on Technology Acceptance: A Case Study from Virtual Computing

Konak¹,

Kulturel-Konak²,

Nasereddin³

et al. 2017

JITE:Research

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Aim/PurposeThis paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students' technological backgrounds and the role of collaborative work. BackgroundRVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educational technology. MethodologyIn order to study the impact of collaborative work on technology acceptance, an empirical study was conducted using collaborative and individual versions of an introductory level computer networking exercise in an RVCL. Trials for the empirical study included students from technology intensive and nontechnology intensive programs. ContributionThe relationship between the technological background of students and their acceptance of an RVCL and the effect of collaborative work on this relationship were explored for the first time in the literature. FindingsThe findings of the study supported that collaborative work could improve non-technology students' acceptance of RVCLs. However, no significant effect of collaborative work on technology acceptance was observed in the case of technology students. Impact of Collaborative Work on Technology Acceptance 16 Recommendations for PractitionersEducators should consider the benefits of collaborative work while introducing a new technology to students who may not have background in the technology introduced. Recommendation for ResearchersIn this study, student technological background was found to be a significant factor for technology acceptance; hence, it is recommended that technological background is included in TAM studies as an external factor. Future ResearchRepeating similar studies with multiple exercises with varying degrees of challenge is required for a better understanding of how collaborative work and student technological background affect technology acceptance.

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Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools

Cited by 71 publications

References 70 publications

What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

Effects of Synchronous Web-Based Instruction on Students’ Thinking Styles and Creativity

Impact of Collaborative Work on Technology Acceptance: A Case Study from Virtual Computing

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