Framework to improve e-learner satisfaction and further strengthen e-learning implementation

Asoodar, Maryam; Vaezi, Shahin; Izanloo, Balal

doi:10.1016/j.chb.2016.05.060

Cited by 110 publications

(96 citation statements)

References 40 publications

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“…Students who had less interaction with their instructors were less satisfied with the course as they felt they learned less. The same finding applies to interaction among students . Therefore, student–teacher, student–student, and student–technology tools must be examined in detail .…”

Section: Theoretical Backgroundmentioning

confidence: 86%

A structural equation model to evaluate students’ learning and satisfaction

Erenler

2019

Comp Applic In Engineering

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Due to the shift from traditional face‐to‐face to online learning, challenges in learning environments are on the rise. The aim of this study was to assess students’ satisfaction with a service course conducted online at a funded university in Europe using a structural equation model. The construction and validation of five scales for measuring students’ learning and satisfaction is also presented. One thousand one hundred and sixteen students were given an online questionnaire in January, 2019. The scales were found to be sufficiently valid and reliable. The interaction, instructor behaviors, advantages/flexibility, and perceived learning/course quality were influential in students’ satisfaction. Success in e‐learning can be achieved with the help of these findings via improving e‐learning strategies. Further studies can be conducted on students’ learning and satisfaction while participating in other online courses using the same scales.

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Section: Theoretical Backgroundmentioning

confidence: 86%

A structural equation model to evaluate students’ learning and satisfaction

Erenler

2019

Comp Applic In Engineering

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“…Students interact with their classmates, instructors, technology tools, course materials, and the content of the course on web-based platforms. Although these different types of interactions increase the learners' chance of building their own knowledge, it is still important to provide them with more chances of interacting with their instructors and peers in the course (Asoodar et al, 2016). If the programs fail to provide enough interaction and communication opportunities, then students begin to feel lonely during the program.…”

Section: Discussionmentioning

confidence: 99%

“…It is harder to adapt the instructors with lower computer literacy skills and a lack of experience. To overcome instructors' resistance to new teaching methods with technology, it is essential to select tools that might be easy for instructors to use (Asoodar, Vaezi, & Izanloo, 2016). Furthermore, in addition to beginning orientation and training sessions at the beginning of the semester, continuous professional development about these new educational tools is essential for instructors' adaptation process.…”

Section: Issue 7: Supportmentioning

confidence: 99%

Issues and Challenges with Web-Based Distance Education Programs in Turkish Higher Education Institutes

Bilgiç

Tüzün

2020

Turkish Online Journal of Distance Education

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This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services in 2014-2015, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.

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“…[8] claims that a lot of EL classes are dead on arrival to get a result of an incapacity to spend exactly the most acceptable applications, place connectivity, or even maintain security. Procedure security and privacy can confine the adoption of EL must maybe perhaps not be able precisely in the universities [7]; [10] and [13]. This is sometimes done by applying security systems such as security, hardware and applications.…”

Section: Amentioning

confidence: 99%

“…Student acceptance and continued use is essential in the implementation of e-learning [8][9]. It should be noted that the dropout rate in developed countries is 20-40% [10][11]. E-learning, in many institutes, is facing numerous challenges like administrative, organizational, technological and human aspects that highly impact the e-learning continuous intentions.…”

Section: Introductionmentioning

confidence: 99%

Literature Review of Factors Affecting E-Learning Adoption in Universities

Ramzani¹,

Suleiman²

2019

International Advanced Research Journal in Science, Engineering

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This review paper examines the prior studies on critical factors of e-learning adoption in Nigeria. The search terms identified 40 papers reporting 25 conceptual and qualitative and 15 quantitative evidence about the e-learning adoption and critical factors that may influence the adoption of e-learning in Nigeria. The findings revealed that modern paradigm shift requires the in-depth analysis of government policies, institutional and management role, students and faculty attitude, social norms, cultural values as well as technological advancement. These factors may directly or indirectly affect the intention of students towards e-learning adoption. The lack of quantitative evidences illustrate that policy makers, practitioners and researchers need to pay attention for further research of identifying and analyzing the critical factors which enhances the e-learning adoption in Nigeria.

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Framework to improve e-learner satisfaction and further strengthen e-learning implementation

Cited by 110 publications

References 40 publications

A structural equation model to evaluate students’ learning and satisfaction

A structural equation model to evaluate students’ learning and satisfaction

Issues and Challenges with Web-Based Distance Education Programs in Turkish Higher Education Institutes

Literature Review of Factors Affecting E-Learning Adoption in Universities

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