A model for measuring e-learning systems success in universities

Hassanzadeh, Akbar; Kanaani, Fatemeh; Elahi, Shában

doi:10.1016/j.eswa.2012.03.028

Cited by 324 publications

(450 citation statements)

References 70 publications

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“…The key advantages of e-Learning can include the advantageous interactions between learners and instructors, or learners and learners, free from limitations of time and space through the asynchronous and synchronous learning network model (Paiva et al, 2016;Turban et al, 2000). More so that ever E-learning's characteristics can fulfil the requirements for learning in a modern society and have created great demand for e-Learning from both businesses and institutes of higher education (Hasanzadeh et al, 2012).…”

Section: Understanding E-learningmentioning

confidence: 99%

“…A common theme that appears to have changed little (Ackoff, 1989;Dearing, 1997;Conaway et al, 2005;Hasanzadeh et al, 2012) is that students are very keen on using the Internet for entertainment, peer communication, and for secondary sources of data. Researchers (Lissenburgh, 1999;Dobozy, 2012) claim that, in some cases, students assume the information does not exist if it is not available on the Internet.…”

Section: Teaching and Learning Through Internet Based Technologymentioning

confidence: 99%

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Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

Owens

Talat

2017

The Future of Accessibility in International Higher Education

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This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

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Section: Understanding E-learningmentioning

confidence: 99%

Section: Teaching and Learning Through Internet Based Technologymentioning

confidence: 99%

Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

Owens

Talat

2017

The Future of Accessibility in International Higher Education

View full text Add to dashboard Cite

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“…In fact, this method has provided lifetime learning and a new paradigm in education field which creates equal educational opportunities for every person in any field and at any time and in any place (2,3). Virtual Learning Environment has been designed as a software system to contribute to teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

“…In Iran, many applications for face to face learning are not available in the classroom settings. Therefore, E-learning can compensate some of the weaknesses of face to face learning method (2). Studies have shown that multimedia-based training can help students to improve their comprehension and retention of contents.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Virtual Training of Islamic Culture and Civilization Course on Attitude, Learning and Satisfaction of Students in Tehran University of Medical Sciences

Mousavi

Arani

Hedayati

et al. 2016

Interdiscip J Virtual Learn Med Sci

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Background: Nowadays, E-learning is considered as a hot topic in higher education. This study aimed at investigating the effectiveness of virtual training of Islamic culture and civilization course on attitude, learning, and satisfaction of students in University of Medical Sciences in Tehran. Methods: In this quasi-experimental study with two groups, we studied 107 students who took the Islamic culture and civilization course in the second semester of academic year in 2014 -2015. 50.47% of them were Medical students (19.62% face to face, 30.84% virtual) and 49.53% of them were nursing students (21.50% face to face, 28.04% virtual). In the intervention group, 63 students received virtual training using university education system, and in the control group, 44 students received face to face training. In both of the groups, the degree of learning was examined using a written test. A questionnaire was used in order to investigate satisfaction with the teaching method and attitude. The reliability of the researcher-made attitude measurement questionnaire was confirmed using Cronbach's alpha (0.89) and its validity was confirmed through content validity. The Data was analyzed using SPSS software, version 16 and using T-tests. The significance level was set at 0.05. Results:The results showed that the two groups had a significant difference in terms of attitude (P < 0.001). The students were also more satisfied with the virtual training (P < 0.006). The rate of learning between the students of virtual and face to face training groups didn't show any significant difference (P < 0.199). Conclusions: Students were more satisfied with the virtual training method and they had a positive attitude towards the virtual training, but the rate of learning was similar in both of the methods. Therefore, it is recommended to use the virtual training courses as complementary courses in the face to face training methods.

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“…It means that perceived service quality is neither a positive nor a negative factor on students' learning motivation in LMS environment. Although, DeLone and McLean, (2003) and Hassanzadeh, Kanaani, and Elahi's (2011) stated perceived service quality is related to satisfaction, it may not be a critical factor to predict motivation. Future research should be conducted to investigate this issue.…”

mentioning

confidence: 99%

Perceived Learning Management Quality Predictors to Motivation and Use of Self-Regulated Learning Strategies

Hashemyolia¹,

Asmuni²,

Ayub³

et al. 2015

MJSS

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The purpose of this research is to investigate learner motivation and self-regulated learning strategies in learning management system (LMS). The study involved 436 undergraduate students used the LMS system for a few months. A structured equation modeling (SEM) was used for analyzing data in the survey study. Statistical results showed that perceived motivation mediated the effect of LMS quality on students' self-regulated learning strategies. Further, motivation had significant effect on students' usage of metacognitive as well as on resource management of self-regulated learning strategies. Finally, the study proposes a conceptual model to learner self-regulated learning in e-learning environment.

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A model for measuring e-learning systems success in universities

Cited by 324 publications

References 70 publications

Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

The Effectiveness of Virtual Training of Islamic Culture and Civilization Course on Attitude, Learning and Satisfaction of Students in Tehran University of Medical Sciences

Perceived Learning Management Quality Predictors to Motivation and Use of Self-Regulated Learning Strategies

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