Abstract
The purpose of this paper is to report the findings of a research conducted first to assess the way students conceptualise the e-learning variables in the context of the Biggs-Moore model of learning (presage, process and product variables), and second to evaluate the effect of e-learning perceptions of the presage variables on the learning process variables, and their impact on students' perceived learning outcomes. The perceived learning outcomes as regards to the effectiveness, amount and productivity of learning in e-learning context were studied. The participants came from an undergraduate business course. A quantitative and exploratory research approach to interpret the results of this research was used. The results imply that a priori e-learning perceptions of the presage variables have a significant impact on the process variables directly as well as indirectly on perceived learning outcomes. The indirect effects take place via the combined collaboration and critical thinking factor. We provide specific recommendations for the practitioners, discuss the implications for educators, and provide suggestions for further research on e-learning.
Published Version
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