An empirical examination of factors contributing to the creation of successful e-learning environments
An empirical examination of factors contributing to the creation of successful e-learning environments
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DOI：
10.1016/j.ijhcs.2007.11.003
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发表时间：
2008-05-01
影响因子：
5.4
通讯作者：
Salas, Eduardo
中科院分区：
文献类型：
--
作者：
Johnson, Richard D.;Hornik, Steven;Salas, Eduardo
尽管现有的信息系统（IS）电子学习有效性模型增加了我们对技术如何支持和增强学习的理解，但我们的大多数模型都没有考虑到社会存在的重要性。因此，本研究扩展了先前的研究，开发了一个电子学习有效性模型，将社会存在添加到其他未研究的变量中，包括特定应用计算机自我效能（AS-CSE）、感知有用性、课程互动和电子学习有效性。使用来自345个人的数据，该模型通过IS入门调查课程的实地研究得到验证。结果表明，AS-CSE和感知有用性与课程表现、课程满意度和课程工具性相关。此外，课程互动与课程表现和课程满意度相关，社会在场与课程满意度和课程工具性相关。讨论了对研究和实践的启示。(c) 2007 Elsevier Ltd.版权所有。
Although existing models of e-learning effectiveness in information systems (IS) have increased our understanding of how technology can support and enhance learning, most of our models do not take into account the importance of social presence. Thus, this study extends previous research by developing a model of e-learning effectiveness which adds social presence to other oft studied variables including application-specific computer self-efficacy (AS-CSE), perceived usefulness, course interaction, and e-learning effectiveness. Using data from 345 individuals, this model was validated through a field study in in introductory IS survey course. Results indicate that AS-CSE and perceived usefulness were related to course performance, course satisfaction, and course instrumentality. In addition, course interaction was related to course performance and satisfaction, Finally, social presence was related to course satisfaction and course instrumentality. Implications for research and practice are discussed. (c) 2007 Elsevier Ltd. All rights reserved.