An empirical examination of factors contributing to the creation of successful e-learning environments
Abbreviated Journal Title
Int. J. Hum.-Comput. Stud.
e-learning; social presence; perceived usefulness; computer; self-efficacy; learning outcomes; learning transfer; causal models; COMPUTER-SELF-EFFICACY; INFORMATION TECHNOLOGY; JOB-SATISFACTION; MANAGEMENT; OUTCOMES; PERFORMANCE; EDUCATION; SKILLS; MODEL; CONSTRUCTION; Computer Science, Cybernetics; Ergonomics; Psychology, Multidisciplinary
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.
International Journal of Human-Computer Studies
"An empirical examination of factors contributing to the creation of successful e-learning environments" (2008). Faculty Bibliography 2000s. 496.