The Application of Mobile Technology in E-Learning and Online Education Environments

Tsai, Chia‐Wen; Shen, Pei-Di; Chiang, Yi-Chun

doi:10.4018/ijeis.2013100106

Cited by 19 publications

(9 citation statements)

References 61 publications

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“…However, advances in information and communication technology (ICT) are changing all industries and sectors (Jun & Cai, 2001); higher education is no exception (Chow & Shi, 2014). E-learning is becoming increasingly popular in high education (Tsai, Shen, & Chiang, 2013;Wu, 2016) as the applications of ICT continue to provide a variety of teaching and learning options for faculty and students (Sarabadani, Jafarzadeh, & ShamiZanjani, 2017). E-learning can be seen as an innovative approach to the delivery of educational services through electronic forms of information that enhance knowledge, skills, and other outcomes of learners (Fazlollahtabar & Muhammadzadeh, 2012).…”

Section: Introductionmentioning

confidence: 99%

Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

Pham

Limbu

Bui

et al. 2019

Int J Educ Technol High Educ

354

262

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Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall elearning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed.

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Section: Introductionmentioning

confidence: 99%

Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

Pham

Limbu

Bui

et al. 2019

Int J Educ Technol High Educ

354

262

View full text Add to dashboard Cite

show abstract

“…With the advancement of information and communication technology, education is integrating with technology, thereby changing the traditional way of education [6]. As a result, teachers and students are provided with an increasing number of teaching and learning options under the support of mature technology [7], of which massive open online course (MOOC) is attracting more and more attention [8,9].…”

Section: Introductionmentioning

confidence: 99%

Does MOOC Quality Affect Users’ Continuance Intention? Based on an Integrated Model

Sun

2021

Sustainability

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Massive open online course (MOOC) is an innovative educational model that has attracted widespread attention in recent years. Despite a growing number of registered users, many have given up continuously using MOOC platforms after the first-time user experience; thus, a high dropout rate has severely hindered the sustainable development of MOOC platforms. To address the problem, this study started with the quality factors of MOOC platforms and the confirmation of user expectations by integrating the D&M ISS model and the expectation confirmation model into one, with the goal of identifying the factors that affect users’ continuance intention to use MOOC platforms. In this study, online questionnaires were distributed to Chinese users with experience in using MOOC platforms, and a total of 550 valid samples were recovered. In addition, the theoretical model was tested using structural equation modeling (SEM). The research results showed that there are three critical antecedents affecting the confirmation of user expectations for a MOOC platform, including information quality, system quality, and service quality, of which service quality has the greatest impact on users’ expectation confirmation. If user expectations for an MOOC platform are positively confirmed, the perceived usefulness of the platform as well as the satisfaction with it will effectively be improved. Moreover, perceived usefulness has been proven to be a critical factor affecting users’ continuance intention to use MOOC platforms, which is followed by user satisfaction. Compared to the original ECM, the integrated research model has delivered significantly improved explanatory power for users’ continuance intention. Hence, this study makes up for the insufficiency of ECM in explaining the factors affecting users’ expectation confirmation and provides theoretical support for MOOC platform developers.

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“…Electronic learning (E-learning) is one of the revolutionary innovations of this e-world. E-learning is a teaching and learning approach based on the use of electronic media and devices as tools to improve access for communication, interaction, and training, and it enables the implementation of innovative ways of understanding and developing learning [1]. It works in educational environments, training program initiatives, or for skill development purposes.…”

Section: Introductionmentioning

confidence: 99%

“…Digital innovation and advanced information communication technology (ICT) facilities have opened a new dimension of learning in an educational environment whereby effective communication has been developed between students and instructors on online platforms. In this changing environment, e-learning has not only become popular with high-school students [1,2] but also become an effective learning tool for college and university students in many countries [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Satisfaction of E-Learners with Electronic Learning Service Quality Using the SERVQUAL Model

Sumi

Kabir

2021

Journal of Open Innovation: Technology, Market, and Complexity

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Electronic learning (E-learning) is an innovative learning tool that provides an opportunity for technology-driven distance teaching. E-learning not only enhances learning quality, but it has also become the only medium of learning during the COVID-19 pandemic, when people have been forced to stay at home. Due to the pandemic, most countries have initiated online learning to continue the learning process, thus lessening the study gap. Against this backdrop, it is imperative to explore the perception and satisfaction level of e-learners regarding e-learning tools. In this study, a quantitative approach was conducted on the students of two leading public universities (graduates and postgraduates) to identify the impact of the determinants of the SERVQUAL model (reliability, responsiveness, assurance, empathy, and website design), as well as ‘learning content’, on overall perceived quality and satisfaction. In total, 895 respondents participated in the study, and data were analyzed with Amos 23 to confirm the hypotheses, utilizing structural equation modeling. The findings reveal that all the variables of the measurement model had a significant effect on perceived service quality and thus user satisfaction except for responsibility. The results make a significant contribution to those decision-makers and university authorities attempting to ensure e-learners’ satisfaction.

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The Application of Mobile Technology in E-Learning and Online Education Environments

Cited by 19 publications

References 61 publications

Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

Does MOOC Quality Affect Users’ Continuance Intention? Based on an Integrated Model

Satisfaction of E-Learners with Electronic Learning Service Quality Using the SERVQUAL Model

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