The Effect of Student Background in E-Learning — Longitudinal Study

Boghikian-Whitby, Seta; Mortagy, Yehia

doi:10.28945/999

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…We also found in the research literature that previous experience in e-Learning has a direct effect on learning outcomes, as well as students' perceptions of the learning process (Bennison and Goos, 2010; Boghikian-Whitby and Mortagy, 2008; Bouhnik and Carmi, 2013; Haverila, 2010). Therefore, prior experience of students with relevant online experience (in our study it will be listening to online podcasts) affects the efficacy of learning and the students' attitudes regarding e-Learning, in addition to determining the approach that students “go into the learning process with.” It is clear to us that, whereas previous experience can be beneficial in terms of its effectiveness and to increase positive attitudes, it is can also be detrimental.…”

Section: Literature Reviewsupporting

confidence: 64%

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Carmi

2023

OIR

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PurposeThe purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures.Design/methodology/approachThis paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process.FindingsThe findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes.Research limitations/implicationsThis study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent.Practical implicationsAcademic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts.Social implicationsThe author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology.Originality/valueAs far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction.

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Section: Literature Reviewsupporting

confidence: 64%

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Carmi

2023

OIR

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“…Other definitions of effectiveness have been identified from extant literature as perceived learning, skills or competency obtained as a result of the e-learning process (Haverila, 2010; Jiang et al. , 2006), attitude toward e-learning (Boghikian-Whitby and Mortagy, 2008; Bennison and Goos, 2010), satisfaction obtained by participants (Harrington and Walker, 2009; Jung et al. , 2002; Maloney et al.…”

Section: Resultsmentioning

confidence: 99%

“…Creating the appropriate self-regulated learning environment and structure would regulate and reinforce the perceived learning outcomes for students (Eom and Ashill, 2018). Other definitions of effectiveness have been identified from extant literature as perceived learning, skills or competency obtained as a result of the e-learning process (Haverila, 2010;Jiang et al, 2006), attitude toward e-learning (Boghikian-Whitby and Mortagy, 2008;Bennison and Goos, 2010), satisfaction obtained by participants (Harrington and Walker, 2009;Jung et al, 2002;Maloney et al, 2011), skills acquired (Alinier et al, 2006) and the extent of learning retention by students (Hagen et al, 2011).…”

Section: Literature Selection Processmentioning

confidence: 99%

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Millidonis

Lois

Georgiou

2023

IJEM

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PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

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“…Many research studies suggested that effective SG should combine sound game design principles and learning theories with clear learning outcomes to enrich learning effectiveness (Amory & Seagram, 2003;Ibrahim et al, 2010;Lainema & Saarinen, 2010;Oblinger, 2006). Learning outcomes are considered the most significant indicator of learning effectiveness (Boghikian-Whitby & Mortagy, 2008). However, how SG assists in achieving learning outcomes is less clear due primarily to the scarcity of systematic investigations into the cognitive impact of SG (Annetta et al, 2009;Bellotti et al, 2013;Zolotaryova & Plokha, 2016).…”

Section: Learning Effectivenessmentioning

confidence: 99%

The Impact of Technology Medium on Learning Effectiveness: Comparison of Animated Video-based Scenario, Game Movie and Serious Game

Djafarova

2024

Preprint

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Many proponents of the digital game-based learning (DGBL) approach believe that learning through games can revolutionize education. Indeed, DGBL is recognized as having the potential to enhance the learning experience, but it is not well researched how it improves learning effectiveness. This study compares the efficacy between the game and video-based learning tools. Based on Self-Determination Theory and Flow Theory of Optimal Experience, we investigated a relationship between learning tools, motivation, flow, and learning outcomes. We used the experimental data collection method under controlled conditions with 340 university students. Results showed significantly higher learning outcomes for those who learned through learning tools designed using instructional design methodologies. We suggest that the application of instructional design practices matters, and well-designed game-based and videobased learning tools can be equally effective. It should not be assumed that one format of learning tool is more effective than another.

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The Effect of Student Background in E-Learning — Longitudinal Study

Cited by 8 publications

References 2 publications

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Students' attitude and learning effectivenes for two types of podcasts in MBA course

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

The Impact of Technology Medium on Learning Effectiveness: Comparison of Animated Video-based Scenario, Game Movie and Serious Game

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