Elearn: Towards a Collaborative Educational Virtual Environment

Michailidou, Anna; Economides, Anastasios A.

doi:10.28945/318

Cited by 43 publications

(21 citation statements)

References 12 publications

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“…The interactivity is an important feature in all contemporary learning environments, regardless of the instructional methods or technologies used (Moore & Kearsley, 1996). The interactivity between students and online resources is (Michailidou & Economides, 2003) and therefore becomes as a decisive element for improving students' positive feelings such as perceived satisfaction (Yukselturk & Yildirim, 2008) and perceived usefulness (Liaw & Huang, 2007). The interactivity within the LMS is claimed to affect learners' perceived satisfaction (Liaw, 2008;Sahin & Shelley, 2008;Šumak, Heričko, & Pušnik, 2011;Sun, Tsai, Finger, Chen, & Yeh, 2008) and use (Damnjanovic et al, 2013;Pituch & Lee, 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

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There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use.Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

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“…Furthermore, Johnson et al (2000) made a relative studies think about and did not locate any huge distinction in the viability of e-learning versus up face-face course learning for students. Moreover, remove instruction gives free, students focused and mentor guided engagement that encourages connections with teachers and students which may not generally be conceivable inside of the customary classroom setting (Al-rahmi et al,2015;Michailidou and Economides, 2003). Astin, (1993) characterized students satisfaction in term of students recognition towards his/her school or college experience, and perceived significance of the training that got from an organization.…”

Section: Students' Satisfaction Of E-learningmentioning

confidence: 99%

The Effectiveness of Using E-Learning in Malaysian Higher Education: A Case Study Universiti Teknologi Malaysia

Al-Rahmi¹,

Othman²,

Yusuf³

2015

MJSS

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E-Learning is a fairly recent word used to define a form of learning that can be performed via websites online learning. The impact of contingent factors on the relationship between six predictors and e-learning effectiveness was investigated. The development and implementation of e-learning today has become an important phases in university. This study is centered on evaluating the e-learning effectiveness in UTM. And in this study, the critical factors affecting e-learning effectiveness were investigated through a survey conducted on students as participants. A total of 268 Universiti Teknologi Malaysia (UTM) (undergraduate students) students were used in the survey. Several factors have been found to correlate with e-learning effectiveness which includes self-efficacy, interface, community, usefulness, students' satisfaction and intention to use elearning. The results show that e-learning use positively and significantly related to students' satisfaction, usefulness that is impact intention to use in turn affect e-learning effectiveness.

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“…Moore (2000) claims, from experience, that distance learners require a great deal of interaction, although mainly with the purpose of giving reassurance that everything is 'going okay'. According to Michailidou and Economides, (2003) the development of a virtual world motivates students to participate in the educational process by exploring and playing with the lesson material. It can potentially provide an active, independent, student centred and tutor facilitated engagement which enables communication with other students and tutors which may not always be enabled within the traditional classroom setting.…”

Section: Dealing With the Isolation Issuementioning

confidence: 99%

Implementing eLearning Programmes for Higher Education: A Review of the Literature

O'Neill¹,

Singh²,

O’Donoghue³

2004

JITE:Research

130

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Executive SummaryThis paper is a consideration of the issues associated with the infrastructural aspects, pedagogic considerations and the need to associate the usefulness of technology to enhance the learning experience. This technological path will potentially enhance the learning process, not replace the lecturer or tutor. For lecturers and students, the implications of eLearning are extensive. Increasingly universities must provide quality and flexibility to meet the diverse needs of students -this will inevitably involve tailoring courses to suit differing educational needs and aspirations. Lecturers will be forced to fundamentally change their approach to teaching to accommodate the shift in student learning styles. The associated implication of increased workload requires proactive and effective management. Alongside this, eLearning threatens the fundamental structure of the university itself, as research forecasts that institutions cannot retain their traditional structure, in facilities and delivery via formal lectures and class based activity. It is clear that universities must change to accommodate demand and in response to new competition from global, giant corporate and virtual universities, however the problems associated with the change must be fully understood and taken into account prior to the transition taking place. Whilst the benefits of eLearning are highly prophesised, the many implications of implementing an eLearning programme require careful consideration. Getting it 'right' the first time will ensure long term success in a highly competitive market. Most, if not all the UK university sector are utilising technology to develop what they consider to be eLearning. Many of these implementations are costly and yet superficial, in terms of learner engagement and activity. They provide a content repository and in many cases limited active learner participation. For many students this results in endless reading of screen based text. When staff are 'forced' down the eLearning route as a consequence of management directives and mission statements the creation of sound pedagogic practice is often flawed or missing completely and activities constructed service the technology rather than student or learner progression or association.

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Elearn: Towards a Collaborative Educational Virtual Environment

Cited by 43 publications

References 12 publications

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

The Effectiveness of Using E-Learning in Malaysian Higher Education: A Case Study Universiti Teknologi Malaysia

Implementing eLearning Programmes for Higher Education: A Review of the Literature

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