The impact of three critical success factors on online learning at the higher institutions

Abstract

Globalization and rapid technological change have made knowledge a critical determinant of competitiveness in the world’s economy. Online education has been auspicious and adjustable even to students with tight schedules. However several critical success factors need to be improved in order to enhance the effective learner experience. This paper is aimed at uncovering the impact of three critical success factors namely; instructional design, learner interaction and learner technology adaptation on learner experience. Hence, the discretions of 300 students were diagnosed using the Likert scale questionnaire ranging from strongly agree to strongly disagree. The Holm Bonferroni method from R- package version 0.88 (2021 edition), was engaged to reduce the family-wise error (FWER) associated with multiple hypothesis comparison. It was observed that at a 5% level of significance, the alternative hypothesis was acceptable in favor of the null hypothesis and the conclusion was that instructional design, learner interaction, and technology adaptation, have a direct impact on the learning experience of the learner. The adopted models for the three critical success factors were validated by the Fornell and Larcker's (1981) convergent reliability test and tolerable with high composite reliability of 0.71. In accordance with the adopted model, a well instructional design is suggested for compliance.

Research on the Influencing Factors of College Students' Deep Meaningful Learning in Blended Learning Mode

“…Their leadership style, level of support, and instructional approach can impact students' readiness for change and innovative work behavior [20]. Teachers and teaching assistants who are supportive, motivating, and promote a positive learning environment can inspire students to actively engage in deep, meaningful learning [36]. Additionally, teachers and teaching assistants are vital in promoting active learning strategies and selfdirected and adaptive learning, critical components of deep, meaningful learning in a blended learning mode [37].…”

Research on the Influencing Factors of College Students' Deep and Meaningful Learning in Blended Learning Mode

“…The leadership style, level of support, and instructional approach of teachers and teaching assistants can impact students' readiness for change and their innovative work behavior (Rahmatullah & Atika, 2021). Educators who are supportive, motivating and foster a positive learning environment inspire students to engage in deep meaningful learning actively (Tachie et al, 2022). Additionally, teachers and teaching assistants play a vital role in promoting active learning strategies and self-directed adaptive learning, which are key components of deep meaningful learning in a blended learning mode (Dewi & Alam, 2021).…”