The Effectiveness of E‐Learning Systems: A Review of the Empirical Literature on Learner Control

Abstract

E-learning systems are considerably changing education and organizational training. With the advancement of online-based learning systems, learner control over the instructional process has emerged as a decisive factor in technology-based forms of learning. However, conceptual work on the role of learner control in e-learning has not advanced sufficiently to predict how autonomous learning impacts e-learning effectiveness. To extend the research on the role of learner control in e-learning and to examine its impact on e-learning effectiveness, this study reviews 54 empirical articles on learner control during the period 1996-2013. The findings are then applied to derive a conceptual framework as a reference model to illustrate how learner control affects e-learning effectiveness. The findings provide new insights into the role and different dimensions of learner control in e-learning with implications for learning processes and learning outcomes.

Cognitive Analysis of Meaning and Acquired Mental Representations as an Alternative Measurement Method Technique to Innovate E-Assessment

“…Their main rationale was, "we cannot cheat anymore". This is contrary to the frequent positive perception towards e-learning usage (Sorgenfrei & Smolnik, 2016), Thus a CR e-assessment seems to complain more with educational technology requirements than students´ satisfaction indexes.…”

“…As it is argued later, this out-of-conscious-control assessment of learning demands a reconsideration of the opportunities that an e-learning system provides to learners to improve their instruction and learning processes (Sorgenfrei & Smolnik, 2016).…”

“…These promises included self-paced learning (promoting learners' autonomy where they determine the pace and timing of content delivery; Sorgenfrei, & Smolnik, 2016), flexibility in accessing information (in terms and location), and affordable and adaptive scheduling (e.g., asynchronous). Most relevant to e-learning is its educational technology capacity to promote active collaborative learning practices (social media, instant commentary, peer-to-peer networking, and open architecture, all considering a horizontal structure) and its enhancement of students' reflexive thinking (i.e., discussion groups; Garrison, 2011).…”

Learning Neuroscience with Technology: a Scaffolded, Active Learning Approach

“…Choosing their own sequence did not diminish their learning. Navigation and task selection, two dimensions of learner control theory inherent in the sequencing choices made in the nonlinear conditions, have both previously been associated with positive cognitive or affective e-learning outcomes (Sorgenfrei & Smolnik 2016). Sequencing choices in the app were constrained within themes, providing some level of scaffolding, important in science education (Lin et al 2012; Devolder et al 2012).…”

“…Within the context of technology-based learning environments, learner control is defined as the ability of the learner to control the display of information or to have multiple ways to interact with information (Scheiter & Gerjets 2007). Different types of learner control can be distinguished, including control over sequencing information, selecting content, pacing of content, and timing and location of e-learning (Sorgenfrei & Smolnik 2016). The learner control afforded by technology-based learning environments is widely considered to be an advantage over standard forms of instruction, but empirical tests of its impact on learning have been mixed, suggesting a U-shaped dose-response curve (Sorgenfrei & Smolnik 2016).…”