Use of E-learning and its Effect on students

Purpose: The purpose of the study is to measure the factors affecting the use of e-learning and its effect on students on the base of three variables time, technology and workload.Design/methodology/approach: Being descriptive study, survey method was adopted for data collection to find out the factors. A sample of 100 students of Islamia University of the Bahawalpur was selected for the survey. Data was analyzed by using Cronbach?s Alpha, correlation and regression in SPSS software.Findings: From our study it is found that the independent variables, time, technology and workload have great influence on dependent variable e-learning.Keyword: e-learning, time, technology and workload.Paper type: Research paper

The Role of Formal and Informal Learning Systems in Virtual Learning Environments

Online learning systems are the norm in today’s educational institutions. However, students also use social networking applications for learning, and we seek to understand the use and effectiveness of such informal (social networking application based learning) systems on learning. We analyze the design characteristics of formal and informal learning systems, in an educational environment, to develop and test a model of their impact on learning outcomes. We find students attention, volume, velocity, access to information, and their degree of control over their use of the learning systems drives their learning success

Understanding Continued Usage Intention in e-Learning Context

With the latest development of the Internet technologies, it has offered many e-learning systems available for the educators to conduct courses online. The advantage of using such systems in connection with on-site courses is that it increases flexibility through resources that facilitate learning anytime anywhere. However, there is little empirical evidence to suggest what factors underpin educators continued usage of such systems. This study builds a model based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model is tested among the university educators (n = 175) who use a popular e-learning system, Moodle. The results suggest that continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have significant impact on continuance intention. These core determinants of continuance intention altogether explained around 70% of the total variance of intention

Factors Influencing Undergraduate Students’ Satisfaction And Performance Towards Online Learning in Chengdu, China

Purpose: The primary objective of this paper is to delve into the determinants that influence the satisfaction and efficacy of online learning among students enrolled in four universities directly affiliated with the Ministry of Education in Chengdu. Within this framework, seven latent variables were carefully chosen for analysis: perceived usefulness, perceived ease of use, perceived quality, trust, satisfaction, behavioral intention, and performance. Research design, data, and methodology: The researchers employed a quantitative survey methodology for the study's implementation. An on-site questionnaire survey was conducted among 500 undergraduates with online learning experience in four universities in Chengdu. The sampling procedure involves judgmental, stratified random, and convenience sampling. This study employed confirmatory factor analysis (CFA) and structural equation modeling (SEM) as statistical techniques. Results: Perceived usefulness, perceived ease of use, perceived quality, and trust significantly influence satisfaction. Satisfaction has a significant influence on behavioral intention and performance. In contrast, perceived ease of use does not significantly influence perceived usefulness. Conclusions: This study advances our understanding of the determinants of satisfaction and efficacy in online learning environments. The results provide valuable insights for educational institutions and policymakers aiming to enhance students' online learning experiences

Toward Designing Innovation Learning Experiences: Examining Engagement and Affective Traits Based on Learner and Course Characteristics

Expanding innovation education research beyond the business domain, this study introduces learning assignments using individual and group knowledge acquisition to mimic participation in today’s digital innovation platforms, examining learner affective and course characteristics as important factors for designing appropriate innovation learning experiences. Findings suggest that graduate students are more engaged and report higher perceptions of quality and quantity of social capital as well as learning from such assignments and also report higher perceptions of affective characteristics. Groups assigned by instructors (rather than self-selected) are also more engaged with higher perceptions of learning and quantity of social capital. Learners for whom the course is in their degree program are also more engaged, storing more knowledge resources individually and reporting higher perceptions of perceived learning, quantity of social capital, task value, and system satisfaction. Together, these findings have practical implications for educators seeking to engage students in meaningful innovation learning experiences

The Effects of Learners’ Personality Traits on M-Learning

Mobile learning (m-learning) is becoming increasingly significant for educators and businesses. Prior research often examines the effectiveness of m-learning; however, it overlooks that learners with different characteristics may respond to m-learning differently. This research examines how learners with different personalities react to m-learning messages. Specifically, it uses the Myers-Briggs Type Indicator (MBTI), which is one of the most widely-used personality instruments, and uses four dichotomies, namely introversion–extroversion, sensing–intuition, thinking–feeling and judgment–perception, to describe learner personalities. We conducted a 10-week study with 217 students. We used MBTI to categorize these 217 participating learners into sixteen personality groups, and sent short text messages to their mobile devices. These messages stimulated them to access lecture materials and to participate in online class discussions. We observed how learners with different personalities responded to text messages, and confirmed that learners of different personalities showed different levels of responses to m-learning messages

E-learning y satisfacción del estudiante universitario. Un estudio empírico

Las nuevas tecnologías y los proyectos de colaboración entre universidades han incidido en los procesos de enseñanza-aprendizaje. En este contexto se enmarca una actividad multidisciplinar, bilingüe y on line entre dos universidades europeas. Analizar el grado de satisfacción de los alumnos con dicha actividad y su implicación en las calificaciones finales resulta necesario. Para ello se desarrolló una investigación empírica. Tras la revisión de la literatura se utilizó una escala de medición de la satisfacción. Como principal resultado destaca que los estudiantes no encuentran grandes problemas al utilizar la tecnología y tienen una percepción positiva de las actividades on line realizada

The effects of learners' personality traits on m-learning

Mobile learning (m-learning) is becoming increasingly significant for educators and businesses. Prior research often examines the effectiveness of m-learning; however, it overlooks that learners with different characteristics may respond to m-learning differently. This research examines how learners with different personalities react to m-learning messages. Specifically, it uses the Myers-Briggs Type Indicator (MBTI), which is one of the most widely-used personality instruments, and uses four dichotomies, namely introversion–extroversion, sensing–intuition, thinking–feeling and judgment–perception, to describe learner personalities. We conducted a 10-week study with 217 students. We used MBTI to categorize these 217 participating learners into sixteen personality groups, and sent short text messages to their mobile devices. These messages stimulated them to access lecture materials and to participate in online class discussions. We observed how learners with different personalities responded to text messages, and confirmed that learners of different personalities showed different levels of responses to m-learning messages

Scales of Online Learning Readiness: Empirical Validation of Factors Affecting EFL Learners in Online Learning during Covid-19 Pandemic

Although extensive research has been carried out on university students’ online learning readiness, very little attention has been paid to online learning readiness of foreign language learners. Examining the learners' readiness get involved in online learning becomes more fundamental to conduct in this current Covid-19 pandemic since online learning is the only alternative to run educational programs at every level. This study set out to investigate the construct validity of a scale to measure EFL learners' readiness in online learning during covid-19 pandemic. The scale was construdted based on the theories underlying students readiness in online learning. Both exploratory and confirmatory factor analyses were used to empirically validate the scale. A total of 682 undergraduate students from seven universities in Indonesia participated in the study by completing in the google form-based scale. The results of the study showed that the scale comprised of 24 items that converged into a five-latent factor with an acceptable fit. These results are expected to be a consideration basis in planning, implementing, and evaluating EFL online learning programs in the Indonesia context