An Interactive Synchronous E-Learning System for Corporate Knowledge Management: Lessons Learned from SaveCom

Weng, Pu-Dong; Chou, Tzu-Chuan; Wu, Tsung-Cheng

doi:10.1007/978-3-642-23339-5_51

Cited by 1 publication

(1 citation statement)

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“…Synchronous online classes share information on the Whiteboard system and via instant messaging, transmitting the instructor’s audio and video lecture content to learners and showing thereby that synchronous e-learning has a considerable advantage over asynchronous e-learning in that it generates actual simultaneous interactions between instructors and learners. In other words, this advanced technology grants learners access to real-time learning content in virtual environments (Weng, Chou, & Wu, 2011). Learners can ask instructors questions using visual and verbal tools such as text, graphics, and audio in these learning environments.…”

Section: Introductionmentioning

confidence: 99%

An Empirical Investigation of Student Acceptance of Synchronous E-Learning in an Online University

Kang

Shin

2015

Journal of Educational Computing Research

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This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all. Employing structural equation modeling, we tested a hypothesized model, and the resulting model was found to have a good fit. Self-efficacy, subjective norm, and system accessibility have an effect on learners' technology acceptance of synchronous e-learning, whereas systematic lecture content does not affect it. In addition, the perceived ease of use also has an effect on behavioral intention, whereas perceived usefulness does not. This study examined the acceptance structure of synchronous e-learning. The findings are expected to enhance the understanding of synchronous e-learning for instructors and school administrators and also provide empirical evidence that can be used to establish effective strategies.

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Section: Introductionmentioning

confidence: 99%