Effectiveness Of E-learning System Research Articles

Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model

The COVID-19 global epidemic has compelled higher education institutions to reconsider their teaching methods. Because of this public health emergency, universities in higher education have adopted e-learning techniques as a solution to face-to-face education. Thus, e-learning has emerged as a critical technology in education at higher education institutions. Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems. The study aims to evaluate the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt e-learning in the context of higher education. The study employed a quantitative approach, and a theoretical model was evaluated with proposed hypotheses to find the relationships between the constructs. A questionnaire based on TTF and ISSM was distributed among the students, and 260 valid responses were received using a sample random sampling technique. Data was analyzed with the help of SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics. The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions, with all male and female students completely satisfied with the use of e-learning systems. As a result, we advise students to use e-learning systems for educational purposes and should have motivated them to do so through lecturers at higher-level educational institutions.

Analysis of Success Factors of E-Learning

E-learning is being considered one crucial method of education, and various models and methods are being used to test its implementation and accomplishments. Among many, the DeLone MacLean information success (IS) success model is the most widely used in the assessment of e-learning systems’ success evaluation. The aim of this research was to study the effectiveness of the platforms used in e-learning at the Mongolian University of Science and Technology. In this study, we used the D&M IS Success Model to examine whether e-learning can be a successful transmitter of knowledge. Our intention was to assess the success of e-learning by the D&M IS Success Model, define the impact of current e-learning practice on individuals, and identify the factors that affect the quality. The survey covered 685 undergraduate and graduate students of the Mongolian University of Science and Technology. Results demonstrated that high-quality systems and information upsurge the individual impact. In addition, increased and continuous usage of e-learning systems plays a mediating role between system quality and individual impact. To ensure the continuous use and effectiveness of e-learning systems, special attention should be paid to factors such as service quality, systems’ simplicity and flexibility, and customer satisfaction.

The Effectiveness of E-Learning System with Design Features as Mediating Variable

The research aimed to examine the effect of technology acceptance, learning strategies, and cognitive assessment on the effectiveness of e-learning system with design features as mediating variable. Technology acceptance is explained by perceived usefulness (PU) and perceived ease of use (PEOU). The learning strategy is explained by deep learning and surface learning Cognitive assessment is explained by challenges and threats. The research was conducted at Hasanuddin University with total number of respondents are 295 (two hundred ninety-five) students in the accounting department. The data were processed using Structural Equation Modeling (SEM). The test result showed that through design features, PU, PEOU, deep learning had a positive effect on the effectiveness of e-learning system. Meanwhile, surface learning had a negative effect on the effectiveness of e-learning system. In addition, the result of this research indicated that challenges had no positive effect on the effectiveness of e-learning system and threats had no negative effect on the effectiveness of e-learning system. These results indicated that users will experience the benefits and convenience of e-learning system supported by a platform that has good design features. In addition, users will prefer to learn with deep learning approach so that they can improve learning effectiveness.

Investigating Students’ Satisfaction about the Effectivenessof e-Learning System: A Case Study of Postgraduate Students of CCS Haryana Agricultural University, Hisar

Investigating Students’ Satisfaction about the Effectivenessof e-Learning System: A Case Study of Postgraduate Students of CCS Haryana Agricultural University, Hisar

E-LEARNING EDUCATION SYSTEMS EFFICIENCY RATING MODEL

E-learning support system is a mandatory attribute of the modern educational process. What criteria laid down in its development depends largely on the effectiveness of further applications of the entire system. The evaluation of the training effect depends on various factors, each of which is determined by many interrelated criteria. In conditions when there are resource constraints (financial or time), the actual becomes the problem of determining the factors (criteria) that have the most significant impact on the effectiveness of e-learning system. The article offers step-by-step method of constructing a model that allows to represent the original set of criteria of evaluation of the training effect of the use of e-learning system in the form of appropriate level of influence grades. Introduces the concept of configuration vector and weight vector configuration, ranking models and based on them describe the procedure of finding the most substantive relationship between the criteria. Provides formulas to calculate appropriate weighting factors for current connections. An indicator of the importance of communication is the change of vector configuration, ranking models, and quantitative characterization of the dominant relations is defined as the difference between the weight coefficients of the respective vectors of the configuration options ranking of the analyzed models. The obtained results can be applied when developing holarchical models, support systems, e-learning, which allow us to quantitatively justify decisions regarding the choice of appropriate alternatives.

Impact of Individual Differences and Organizational Learning Environment on E-Learning Effectiveness

E-learning is being increasingly adopted in corporate training owing to the invaluable benefits that it offers like learner centered learning, flexibility with respect to time and location, and performance tracking. India is the second biggest market for massive open online courses in the world, following the United States, with a growth rate of 8.8%. At this instance, both academicians and practitioners are interested in evaluating the effectiveness of e-learning systems so as to justify the huge investments associated with e-learning design and implementation. The purpose of this study is to examine the impact of learners’ individual differences and learning environment of the organization on the most direct e-learning outcome, the learning achievement. A theoretical framework was formulated based on the previous literature and validated with empirical data collected from IT and ITES employees. The study has suggested that only five out of the eleven hypothesized variables had significant impact on learning achievement. Also the study was extended to examine the effect of demographic factors on learning achievement and the results are presented. The results of Hierarchical Multiple Regression prove that variables namely clarity of objectives, learning style, Participation, Collaborative environment, Management support, rewards, infrastructural support, perceived usefulness and learner satisfaction have significant impact on the level of learning. These results may be taken into consideration while designing e-learning systems for corporate training.

ブレンディッドラーニング環境におけるeラーニングシステムの利用の効果に関する研究 : 学習者の動機づけと自己制御学習方略に着目して( 学力向上を目指したICT活用のデザイン・実践・効果)

ブレンディッドラーニング環境におけるeラーニングシステムの利用の効果に関する研究 : 学習者の動機づけと自己制御学習方略に着目して( 学力向上を目指したICT活用のデザイン・実践・効果)

Effectiveness of E-Learning System among Postgraduate Students in Kuala Lumpur, Malaysia

The purpose of this study is to investigate the effectiveness of e-Learning system based on the usage, perception and satisfaction among Postgraduate students in relation to the differences between race, gender, department and level of computer usage experiences. The study was conducted in university, Kuala Lumpur. The questionnaire was distributed to 67 postgraduate students. E-learning is composed of three main factors, the usage, perception and satisfaction of e-Learning between department and access duration. The results of this study showed that most (always) of the student used e-learning to upload lecture notes (28%) and submit assignment (30%). The use of the e-learning system by lecturers might increase student perception that e-learning system has made studying life easier. Postgraduate students from different departments have similar levels of computer usage experience; sources of awareness of e-learning similar number of times accessing e-learning in a week and have similar reasons for using the e-Learning system. There was significance difference of the reasons using e-Learning for group discussions and download lecture notes between department. In conclusion, the usage of e-Learning among postgraduate student was low and mainly to download lecture notes.

Faktor-Faktor yang Memengaruhi Perilaku Belajar Mahasiswa E-Learning

E-learning becomes one alternative for limited education infrastructure in Indonesia. So technological innovation website is used as one alternative content educational. So that the effectiveness of e-learning system should have constructivism approach when they use this system. This research aims to find variables that could influence e-learning students’ behavior when they use the system. Survey was conducted on e-learning students from Online Binus University and Indonesia Open University (UT).The result of the primary data was processedusing Wrapls 3.0 to process the structure equation model of the frame research. Ten hypotheses were proposed but only some hypotheses were valid. Variables such as motivation, digital literacy, and satisfaction affected directly to the attitude of understanding student learning, while the curriculum material product and interaction e-learning website did not influence the behavior of student e-learning attitude.

Effects of E-Learning System on Teacher Orientation Programs: A Case Study of Kenya Institute of Education

Tremendous advances in computer technology and the evolution of the Internet have led to new approaches in learning and training which are summarized under the term e-Learning. This research studied the effects of e-learning system on teacher orientation programs conducted by Kenya Institute of Education (KIE), which is a National Curriculum Development and Research Centre, offers online teacher orientation courses using Elimika learning management system. The objectives of this study were to establish the extent of use of e-learning system by teachers in curriculum orientation programs, assess teachers' perceptions, identify challenges and establish possible mechanisms that can be put in place to encourage teachers to use e-learning system in curriculum orientation programs. Theoretical framework for the study was Technology Acceptance Model which postulates that a person's behavioural intention to use e-learning is determined by perceived usefulness and ease of use. The population consisted of 800 primary school teachers enrolled in Elimika e-learning system and 124 curriculum developers working at KIE. Stratified random sampling was used to select a sample of 214 teachers and 110 curriculum developers. The curriculum developers who responded to the questionnaire were 198 and teachers were 80 representing a response rate of 92.52 percent and 72.73 percent respectively. Data was collected using questionnaires and analyzed using Statistical Package for Social Sciences version 19. The study found out that e-learning system features such as ease of use, interactivity and flexibility had significant total effects upon usage by teachers in curriculum orientation. Also teachers' perceptions on the appropriate content, saving on time and effort, learning enhancement and enjoyment had a significant effect on intention to use Elimika system. The study also identified various challenges encountered by teachers and some mechanisms that can be put in place to encourage teachers to use e-learning system. Slow internet connectivity, network downtime and lack of computers were the main challenges encountered by teachers when using Elimika e-learning system.

Reliability-Based Dynamic Programming for E-Learning User Profile Assessment

Electronic learning (E-learning) has been adopted as a new learning tool overcoming time and place limitations. Although the success of e-learning architectures has been investigated by researchers, little work has been conducted to assess the success and/or effectiveness of E-learning systems. The on-line training environment enables users to undertake customized training at any time and any place. Moreover, information technology allows the users to be decoupled in terms of time, place, and space. Here, the author proposes an assessment procedure applying a dynamic programming approach to model the problem of optimal path in the user profile and using reliability to measure the inter connections among users in an e-learning network. A dynamic program is used to find the optimal path for the user in the E-learning environment. The validity and effectiveness of the proposed model are illustrated by an example.

An Iterative and Incremental Approach for E-Learning Ontology Engineering

Abstract - There is a boost in the interest on ontology with the developments in Semantic Web technologies. Ontologies play a vital role in semantic web. Even though there is lot of work done on ontology, still a standard framework for ontology engineering has not been defined. Even though current ontology engineering methodologies are available they need improvements. The effort of our work is to integrate various methods, techniques, tools and etc to different stages of proposed ontology engineering life cycle to create a comprehensive framework for ontology engineering. Current methodologies discuss ontology engineering stages and collaborative environments with user collaboration. However, discussion on increasing effectiveness and correct inference has been given less attention. More over, these methodologies provide little discussion on usability of domain ontologies. We consider these aspects as more important in our work. Also, ontology engineering has been done for various domains and for various purposes. Our effort is to propose an iterative and incremental approach for ontology engineering especially for e-learning domain with the intention of achieving a higher usability and effectiveness of e-learning systems. This paper introduces different aspects of the proposed ontology engineering framework and evaluation of it.

A Dynamic Programming Approach to Identifying the Shortest Path in Virtual Learning Environments

E-learning has been widely adopted as a promising solution by many organizations to offer learning-on-demand opportunities to individual employees (learners) in order to reduce training time and cost. While successful information systems models have received much attention among researchers, little research has been conducted to assess the success and/or effectiveness of e-learning systems in an organizational context. The development of information technologies has contributed to the growth in online training as an important educational method. The online training environment enables learners to undertake customized training at any time and in any place. Moreover, information technology allows both the trainers and learners to be decoupled in terms of time, place, and space. In this article, dynamic programming is applied to find the shortest path in the learning environment for users and an analytical hierarchy process approach is used to turn the qualitative parameters into quantitative ones.

Measuring e-learning systems success in an organizational context: Scale development and validation

Electronic learning (e-learning) has been widely adopted as a promising solution by many companies to offer learning-on-demand opportunities to individual employees in order to reduce training time and cost. While information systems (IS) success models have received much attention among researchers, little research has been conducted to assess the success and/or effectiveness of e-learning systems in an organizational context. Whether traditional IS success models can be extended to investigate e-learning systems success has been scarcely addressed. Based on previous IS success literature, this study developed and validated a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the employee (e-learner). The procedures used in conceptualizing an ELSS construct, generating items, collecting data, and validating a multiple-item scale for measuring ELSS are described. This paper presents evidence of the scale's factor structure, reliability, content validity, criterion-related validity, convergent validity, and discriminant validity on the basis of analyzing data from a sample of 206 respondents. Theoretical and managerial implications of our results are discussed. This empirically validated instrument will be useful to researchers in developing and testing e-learning systems theories, as well as to organizations in implementing successful e-learning systems.