Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

Miranda, Paula; Isaías, Pedro; Costa, Carlos J.; Pífano, Sara

doi:10.28945/3865

Cited by 18 publications

(11 citation statements)

References 40 publications

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“…Does it? Miranda et al (2017) analyzed e-learning critical success factors. One of the factors was stakeholdersstudents participation.…”

Section: Perceptions Opinions Beliefs In Learningmentioning

confidence: 99%

Adaptive Learning Technology Relationship with Student Learning Outcomes

White

2020

JITE:Research

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Aim/Purpose: The purpose of this study is to determine the effectiveness of an Adaptive Learning Technology (ALT), as compared to traditional teaching methods, in an undergraduate management information course. The effectiveness is based on Bloom’s Taxonomy of Learning Competencies Background: Previous studies have investigated factors involved with ALT. From one study, students enjoyed how to use new technology and believed it improves learning. However, the literature lacks studies showing gains in understanding and remembering as defined by Bloom’s Taxonomy of Learning Competencies. Methodology: Correlations between ALT usage and test/course grades were performed. McGraw-Hill’s Connect LearnSmart® was used as the ALT. The ALT was optional for extra credit in the class. Correlations were performed between LearnSmart® scores and tests. Then, since usage was bimodal (students who took the initiative to fully complete LearnSmart® and those who did not do LearnSmart®), an independent-samples t-test was performed between these two distinct groups. Sampling was from an Information Technology course at a major university. The data collection methods composed of recording LearnSmart® scores and test scores. Contribution: This study aims to provide empirical evidence of ALT outcomes in learning, to show if ALT enhance learning over traditional teaching methods. If not, the value of using ALT is provided. Findings: Results showed no relationships between ALT usage and test/course grades. No differences between the two groups (those who completed ALT and those that did not do the ALT) were found with each of the four tests and final course grades. Since the ALT group did the LearnSmart® as an option, the tool appears to be a preference for learning style and provides user satisfaction. This is consistent with prior studies. Recommendations for Practitioners: Practitioners should use ALT for convenience, preferences, and students’ satisfaction. The use of both traditional teaching methods and newer technology teaching methods might be most effective because they provide flexibility for the best method that satisfies the student. Editors and developers of publishers need to consider student preferences in learning. Recommendation for Researchers: Opinions and perceptions by subjects may be misleading. In future research, empirical evidence needs to be provided to validate opinions and perceptions. Research needs to focus more on students’ characteristics such as learning style, learning preferences, and initiative. Impact on Society: This research suggests that an ALT is efficient for the learning process rather than effective for outcomes and enhanced learning. Students can learn just as well without an ALT. Decisions to use an ALT should be based on convenience and student preferences. Future Research: In this study, students had the option to do an ALT. They showed initiative. For future research, initiative needs to be removed. Random assignments to do an ALT or not need to be studied to further confirm the findings of this study. Also, a future study needs to use the same subject’s outcomes for both an ALT and traditional teaching methods.

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“…Does it? Miranda et al (2017) analyzed e-learning critical success factors. One of the factors was stakeholdersstudents participation.…”

Section: Perceptions Opinions Beliefs In Learningmentioning

confidence: 99%

Adaptive Learning Technology Relationship with Student Learning Outcomes

White

2020

JITE:Research

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“…Most of the current research summarizes the critical success factors for e-learning considering functional dimensions such as the organizational, technological, content, pedagogical dimensions, and general factors ( Table 1 ) ( Lin et al, 2011 ; McPherson & Baptista-Nunes, 2006 ; Miranda et al, 2017 ; Sridharan et al, 2010 ). The organizational dimension includes the experience of project leaders; leadership for decision-making and problem-solving skills; top management support for funding and technological; and experience support.…”

Section: Literature Reviewmentioning

confidence: 99%

Critical Factors to Approach the Emergency Online Teaching Due to the COVID-19

Avolio

Benzaquen

Bazán

2021

Journal of Hispanic Higher Education

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This study analyzed the critical factors to approach the emergency online teaching due to the COVID-19 pandemic in a business school in Latin America. The data were collected through a semi-structured online questionnaire administered to 94 full-time and part-time faculty members. The study identified 10 critical factors for the successful implementation of emergency online teaching. The originality of the study lies in analyzing the experience in migrating to online teaching in a Hispanic higher education academic institution.

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“…Web 2.0, on the other hand, built on its predecessor and supports the development of social networks, collaboration, the creation and substitution of content and a general requirement that users become actively involved in online activities. It is with the evolution of Web 3.0 that we will be able to make meaning of large data sets where it will provide opportunity for machines to communicate the data into comprehensible formats to users (Miranda, Isaias, Costa, & Pifano, 2017). As we can expect, these changes will have an impact over time on the manner in which we approach our digital scholarship.…”

Section: Digital Knowledge: Digital Tools and Their Affordancesmentioning

confidence: 99%

Evolving as a Digital Scholar

Petegem¹,

Bosman²,

Klerk³

et al. 2021

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What does it take to become a digitally agile scholar? This manual explains how academics can comfortably navigate the digital world of today and tomorrow. It foregrounds three key domains of digital agility: getting involved in research, education and (community) service, mobilising (digital) skills on various levels, and acting in multiple roles, both individually and interlinked with others. After an introduction that outlines the foundations of the three-dimensional framework, the chapters focus on different roles and skills associated with evolving as a digital scholar. There is the author, who writes highly specialised texts for expert peers; the storyteller, who crafts accessible narratives to a broader audience in the form of blogs or podcasts; the creator, who uses graphics, audio, and video to motivate audiences to delve deeper into the material; the integrator, who develops and curates multimedia artefacts, disseminating them through channels such as websites, webinars, and open source repositories; and finally the networker, who actively triggers interaction via social media applications and online learning communities. Additionally, the final chapters offer a blueprint for the future digital scholar as a professional learner and as a “change agent” who is open to and actively pursues innovation. Informed by the authors’ broad and diverse personal experience, Evolving as a digital scholar offers insight, inspiration, and practical advice. It equips a broad readership with the skills and the mindset to harness new digital developments and navigate the ever-evolving digital age. It will inspire academic teachers and researchers with different backgrounds and levels of knowledge that wish to enhance their digital academic profile.

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Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

Cited by 18 publications

References 40 publications

Adaptive Learning Technology Relationship with Student Learning Outcomes

Adaptive Learning Technology Relationship with Student Learning Outcomes

Critical Factors to Approach the Emergency Online Teaching Due to the COVID-19

Evolving as a Digital Scholar

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