The E-Learning System Success: Assessment of the Service Quality Using Binominal Logistic Regression

Abstract

The success and the efficiency of e-Learning should be measured by a reliable method in order to use it effectively. Although, there are several studies about the success of e-Learning systems, only a few of them deal with the measurement of this success within the institutions. We made a questionnaire to evaluate the e-Learning application. The aim was to develop such questionnaire which is suitable to evaluate e-Learning quality. The basis of the e-Learning quality questions was a multi-dimensional model for assessing e-learning systems success (ELSS). The aim of the questionnaire were to compare the opinions of the students and the teachers and also to evaluate the Faculty of Economics and Business (FEB) of the University of Debrecen and the Corvinus University of Budapest (CUB) regarding the application of e-Learning. The role of the questionnaire for quality development is to give guidance for the FEB in implementing and using e-Learning. E-Learning in the CUB is applied under certain organized institutional circumstances. The e-Learning application of CUB works with an organization defined extended several faculties of the University, which can be a good example for FEB. We have used factor analysis and binominal logistic regression. We have examined whether the background variables manipulating the variables are possible to be developed on the basis of the answers. We used factor analysis to demonstrate this since it contracts the coherent factors into one common factor. Finally we used logistic regression to determine the importance of a given factor for the users of both faculties.

Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

“…It will necessitate teachers to periodically update their skills and abilities as well as to be committed to producing high quality work for e-learning to be fully successful and appreciated by the learners. Content quality was directly or indirectly identified by several other studies (POP 2012;Hassanzadeh et al 2012;Lengyel et al 2017). Table 3, for every one-unit increase in problem solving abilities, the log odds of being satisfied with e-learning intervention increase by 7.351.…”

“…Many articles (e.g. POP 2012; Lengyel et al 2017;Trehan and Joshi 2018) have used logistic regression in evaluating e-learning studies and the areas of interest are diverse, encompassing evaluation of classroom/online platforms, comparing two different platforms and general criteria for e-learning success.…”

A gazdaság szektorainak és munkavállalóinak vizsgálata a digitális kompetencia szintek vonatkozásában az EU tagállamaiban

“…A korrelációs vizsgálat eredménye 99%-os valószínűséggel megállapította, hogy az alacsony kompetenciájú személyek nem élnek ezzel a lehetőséggel, míg az átlagos és átlag feletti ismeretekkel rendelkező személyek annál inkább. A tanfolyamon való részvétel, nem jelent egyet a tudás megszerzésével is, ezért fontos megvizsgálni annak a hatékonyságát is [29].…”

Diversifying Effect of Digital Competence

“…We can see the rapid change in computer software and hardware, which can make learned skills redundant (Lengyel et al, 2017). However, there are fundamental and enduring concepts of digital competencies that will be important for future job seekers to master them (Hajkowicz et al, 2016).…”