A System's View of E-Learning Success Model

Autor/inn/en	Eom, Sean B.; Ashill, Nicholas J.
Titel	A System's View of E-Learning Success Model
Quelle	In: Decision Sciences Journal of Innovative Education, 16 (2018) 1, S.42-76 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eom, Sean B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
Schlagwörter	Electronic Learning; Success; Models; College Students; Structural Equation Models; Online Courses; Prediction; Instructional Design; Educational Quality; Motivation; Interpersonal Communication; Peer Relationship; Teacher Student Relationship; Independent Study; Outcomes of Education + Suchen Sie Ihr Suchwort? Erfolg; Analogiemodell; Collegestudent; Online course; Online-Kurs; Vorhersage; Lesson concept; Lessonplan; Unterrichtsentwurf; Quality of education; Bildungsqualität; psychologische; Motivation (psychologisch); Interpersonale Kommunikation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbststudium; Lernleistung; Schulerfolg
Abstract	The past several decades of e-learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e-learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e-learning success model, and such a model should incorporate the interdependent (not independent) process nature of e-learning success. We applied structural equation modeling to empirically validate a comprehensive model of e-learning success at the university level. Our research advances existing literature on CSFs of e-learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e-learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e-learning success model satisfactorily explains and predicts the interdependency of six CSFs of e-learning systems (course design quality, instructor, motivation, student-student dialog, student-instructor dialog, and self-regulated learning) and perceived learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01