E-learning: Working-adult Performances

Abstract


 
 
 This paper’s objective is to examine how the working-adult students' attitudes influence their e-learning performances. This research study involved two cohorts of students in the Principle of Project Management course at the Singapore University of Social Sciences (SUSS). The research methods comprised a questionnaire survey and analysis of their learning assessments. In the first study, the Exploratory Factor Analysis (EFA) and Pearson Correlation were used to determine the factors and their items that influenced the students’ e-learning attitudes. The second study involved determining the students’ familiarities with technology as used in teaching and learning. Students indicated their usage frequency for daily, weekly and monthly accesses. In the third study, the repeated measures ANOVA (ANalysis Of VAriance) and comparison of average scores were used to compare the students' performances in four different assessments. Subsequently, the results were used to compare the students’ performances in the traditional face-to-face learning and the online virtual classes. Conclusions were made on the students’ e-learning attitudes, their familiarities with technology and comparison in the learning performances between the traditional classroom learning and virtual learning. Results from this study will contribute to the e-learning strategic development in the SUSS.