Abstract
As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal of the current study is to determine the kinds of support needed to help lower-level and upper-level learners succeed in an e-learning environment. We assess several predictors of e-learning success and compare the relative effectiveness of these characteristics across novice and expert learners. Findings suggest that for lower-level students, access to technology predicted learner performance, whereas for upper-level students, motivation and self-discipline predicted learner performance. We discuss the implications of these results for e-learning instructors, instructional designers, and knowledge management practitioners.
Highlights
As advances in technology create more and more options for integrating technology into teaching, colleges and universities continue to push for more e-learning options for many reasons, including the possibility of increasing enrollment and reaching more students through technology
In 2012, 69% of higher education institutions in the United States reported that online teaching in particular is a critical factor in their long-term enrollment strategies, and 32% of students in the United States had taken at least one online course (Allen & Seaman, 2012)
As one type of e-learning, online learning is becoming ubiquitous with its grasp—reaching past traditional college students and into high schools and places of business (Kim & Bonk, 2006; Lewis, 2012)
Summary
As advances in technology create more and more options for integrating technology into teaching, colleges and universities continue to push for more e-learning options for many reasons, including the possibility of increasing enrollment and reaching more students through technology. In 2012, 69% of higher education institutions in the United States reported that online teaching in particular is a critical factor in their long-term enrollment strategies, and 32% of students in the United States had taken at least one online course (Allen & Seaman, 2012). A 2012 survey of chief academic officers at higher education institutions in the United States found that 77% rated the learning outcomes for online courses as good, or better than, face-to-face courses, suggesting that online courses are perceived as offering at least the same level of quality as face-to-face courses (Allen & Seaman, 2012). There is a growing body of research that suggests little to no differences, in general, between the effectiveness of face-to-face compared to distance or online education (Perez Cereijo, 2006). The fast expansion of e-learning requires continued research to examine the effectiveness of e-learning techniques for different groups of students
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