Title :
Relationships between E-Learning Systems and Learning Outcomes: A Path Analysis Model
Author_Institution :
Dept. of Accounting, Southeast Missouri State Univ., Cape Girardeau, MO, USA
Abstract :
This study applied path analysis modeling to examine the relationships between e-learning systems and students´ satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included are e-learning system quality, information quality, computer self-efficacy, self-regulated learning behavior as potential determinants of online learning outcome. A total of 674 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to fit the path analysis model. The results indicated that system quality, information quality, and self-managed earning behavior significantly affect students´ satisfaction and two hypothesized variables (system use and computer self-efficacy) failed to show any effects on students satisfaction.
Keywords :
computer aided instruction; educational courses; computer self-efficacy; e-learning system; information quality; online learning outcome; path analysis model; self-managed earning behavior; self-regulated learning behavior; student satisfaction; university online courses; Computational modeling; Computers; Electronic learning; Equations; Information systems; Mathematical model; computer self-efficacy; distance education; e-learning outcomes; path analysis; self–regulated learning behavior; system use; user-satisfaction;
Conference_Titel :
Advanced Learning Technologies (ICALT), 2010 IEEE 10th International Conference on
Conference_Location :
Sousse
Print_ISBN :
978-1-4244-7144-7
DOI :
10.1109/ICALT.2010.147
