Moderating effects of gender differences on the relationships between perceived learning support, intention to use, and learning performance in a personalized e-learning

Wongwatkit, Charoenchai; Panjaburee, Patcharin; Srisawasdi, Niwat; Seprum, Pongpon

doi:10.1007/s40692-020-00154-9

Cited by 52 publications

(31 citation statements)

References 89 publications

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“…The second theme, 'accessing resources', showed participants weighing the advantages and challenges of online learning. The emergence of this theme is in support of research that has established the importance of the e-learning environment in creating and maintaining positive learning attitudes, specifically an environment that considers student preferences and is adapted to specific learning situations (Wongwatkit et al 2020;Zhu et al 2020;Larmuseau et al 2018). A conscious decision was made by the authors to avoid questions that specifically required that the participants compare online and on-campus study.…”

Section: Discussionmentioning

confidence: 97%

Learners’ perceptions and experiences of studying psychology online

2020

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This study aimed to explore the lived experiences of six international and mature online learners studying on an undergraduate psychology course to identify barriers and facilitators to studying online. A secondary aim was to deductively explore the applicability of the Capability, Opportunity, Motivation, and Behaviour model to participants' narratives related to self-regulated online learning. Online interviews with six demographically diverse participants were conducted and analysed using Interpretative Phenomenological Analysis. The overarching theme was 'the balancing act of online learners', which consisted of three major themes (and respective subthemes): (1) 'identity as an online learner' ('in today's world, we're all very busy'), (2) 'access to resources' ('importance of location' and 'comparing online to on-campus teaching and learning'), and (3) 'changing nature of social interactions' ('tutors as a crutch' and 'peer-to-peer interactions'). A number of facilitators and barriers related to these themes were identified, which are applicable to the COM-B model. The COM-B model offers a novel approach in designing and delivering learning materials and activities that may instil or help maintain self-regulated learning in online psychology students.

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Section: Discussionmentioning

confidence: 97%

Learners’ perceptions and experiences of studying psychology online

2020

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“…Through knowledge acquisition behavior, the original knowledge structure is strengthened, higher-order thinking ability is improved, and network information literacy is cultivated ( Ebner et al, 2020 ). Online knowledge learning is a reform of the traditional knowledge acquisition mode, which requires college students to have a high level of information literacy, to treat and use electronic equipment correctly, to find means to prevent addiction and network dependence, and to learn how to use the functions of different network platforms to achieve knowledge growth ( Wongwatkit, Panjaburee, Srisawasdi, & Seprum, 2020 ).…”

Section: Methodsologymentioning

confidence: 99%

“… Latent variables Observation variables Literature sources Online knowledge acquisition OKA1. Knowledge acquisition willingness Bock, 2002 ; Ebner et al, 2020 ; Kumar, 2019 ; Wongwatkit et al, 2020 OKA2. Knowledge acquisition behavior OKA3.…”

Section: Methodsologymentioning

confidence: 99%

The information impact of network media, the psychological reaction to the COVID-19 pandemic, and online knowledge acquisition: Evidence from Chinese college students

Xie

Zang

Casado³

2020

Journal of Innovation & Knowledge

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This study focuses on whether network media information about the COVID-19 pandemic has had a significant impact on the online knowledge acquisition of college students. This research is of great significance, as it can have a profound impact on the way we think about knowledge acquisition in the future. Yet, a recent literature review finds that the academic community has not paid attention to this important topic. In the present work, which is based on a survey of 5000 Chinese college students during the COVID-19 pandemic period, we find that COVID-19 information from mainstream Chinese media and overseas media as well as social media has had a significant promoting effect on the online knowledge acquisition of college students. At the same time, the psychological response to the pandemic situation is shown to have had a significant mediating effect on the relationship between the information impact from mainstream Chinese and overseas media and the online knowledge acquisition of college students. Our findings have shown that the more positive college students are in responding to the pandemic, the stronger their willingness is to acquire knowledge through online means, and the better effect this will have on them acquiring knowledge. The results of this paper have important implications for the optimization and improvement of college students’ education and knowledge acquisition methods in the context of the long-term COVID-19 pandemic.

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“…This difference has been observed in the higher education e-learning sector, where male and female students showed different perceptions of their e-learning environment and usage behavior. Female students tended to be driven by positive emotions,whereas male students were more influenced by the functional and practical aspects of their e-learning environment (Wongwatkit et al, 2020). In contrast to this, other studies have also found no significant differences between the genders regarding their perception of elearning (Khechine et al, 2014;Al-Gahtani et al, 2007).…”

Section: Demographic Factorsmentioning

confidence: 72%

Demographic Factors of Corporate E-learning among E-learners in an Oil and Gas Company

Balakrishnan¹

2021

TURCOMAT

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Organizations that use e-learning as a tool to educate their employees have either reaped the benefits or struggled with its implementation. The dominant reason for this is corporate e-learning overlaps the organizational, human, and technological aspects of learning. Previous research has compartmentalized the research by studying these three aspects separately, so there is little insight on how these variables affect corporate e-learning. Therefore, this study aimed to assess the levels and differences of organizational learning, e-learning quality, and e-learning use according to the demographic groups of corporate e-learners in a Malaysian oil and gas company. A quantitative survey method was applied to collect data from 261 participants using a 5-point Likert Scale questionnaire. The results revealed the level of overall organizational learning, e-learning quality, and e-learning use was moderate. Furthermore, organizational learning, e-learning quality, and e-learning use were significantly different for gender, department, and job position demographic groups. However, age and working experience did not show a significant difference for these variables. The findings from this study provide a bottom-up insight to stakeholders and managers when investing in and implementing e-learning at the organization.

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Moderating effects of gender differences on the relationships between perceived learning support, intention to use, and learning performance in a personalized e-learning

Cited by 52 publications

References 89 publications

Learners’ perceptions and experiences of studying psychology online

Learners’ perceptions and experiences of studying psychology online

The information impact of network media, the psychological reaction to the COVID-19 pandemic, and online knowledge acquisition: Evidence from Chinese college students

Demographic Factors of Corporate E-learning among E-learners in an Oil and Gas Company

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