Factors affecting effectiveness in e‐learning: An analysis in production management courses

Abstract

E-learning may help to open up new channels for the traditional teaching of engineering but there are many questions about what makes e-learning an effective and satisfactory method, in particular, in the field of industrial engineering. This article evaluates the potential factors affecting the effectiveness of engineering e-learning courses by applying structural equation modeling in a sample of students of multiple production management courses for industrial engineering students. This way, the gaps and methodological weaknesses detected in prior studies has been avoided. The findings of this study suggest that interaction is key to getting successful outcomes, that the right mixture of human and technology must be found, that it is crucial to teach students to learn online and that special attention must be directed to non-traditional students who have the additional pressure of resolving time conflicts between e-learning, work and/or family life. These findings can help engineering colleges and schools offering e-learning courses to learn more about how to enhance students' success. ß

Lifelong Learning at the Technion: Graduate Students’ Perceptions of and Experiences in Distance Learning

“…Our results can be explained due to the fact that younger students are usually more computer savvy and more experienced with advanced technology (Martinez-Caro, 2009;Smith & Necessary, 1996). Although the technology was relative simple to use, it seems that in our study older students expected to receive better support from the teaching staff.…”

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An application of the performance-evaluation model for e-learning quality in higher education

“…There is a considerable volume of research related to the benefits of satisfaction in higher education. For example, satisfaction has been linked to student performance (Bean & Russell, 1986;Marks et al, 2005;Martínez-Caro, 2011), retention (Astin, 1993;Tinto, 1993;DeShields, Kara, & Kaynak, 2005), class attendance (Aitken, 1982;Bean, 1985;Spady, 1970), or student engagement (Kuh, 2003;Zhao & Kuh, 2004;Coates, 2005). Moreover, student satisfaction is often used to assess educational quality (e.g.…”

“…E-learning can be viewed as synonymous with web-based learning, online learning, Internet-based training, or virtual learning (Khan, 2001). It can be considered as a teaching -learning process supported by information and communication technologies (ICTs), in which it is not necessary to have a physical meeting of teachers and students, and whose objective is to facilitate a flexible (at any time and place), interactive, and student-centred learning (Martínez-Caro, 2011).…”

Student Satisfaction towards the Personalization of Appearance in Online Learning Environments

“…The most common method is satisfaction and performance (Martinez-Caro, 2009). Structure and design of the course have a key role in the learner satisfaction in online learning (Roach & Lemasters, 2006).…”