What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

Waheed, Mehwish; Kaur, Kuldip; Kumar, Sameer

doi:10.1111/jcal.12153

Cited by 31 publications

(25 citation statements)

References 56 publications

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“…BL also surpasses barriers of time and place and can have a direct positive influence on students' learning outcomes when compared with traditional teaching (Chen & Jones, 2007;Melton, Bland, & Chopak-Foss, 2009), though several researchers have observed that this latter characteristic depends heavily on student satisfaction with the development and completion of the course (Chang & Fisher, 2001). Thus, student satisfaction is one of the factors that can be gauged to determine whether BL has been effective or not (Holland, Kaplan, & Sams, 1995;Kintu & Zhu, 2016;Rienties & Toetenel, 2016;Shantakumari & Sajith, 2015;Waheed, Kaur, & Kumar, 2016).…”

Section: The Origins Of Blmentioning

confidence: 99%

Blended learning: Deficits and prospects in higher education

Medina

2018

AJET

115

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This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their implementation. To address this gap in the literature, the article indicates types of blends and analyses the characteristics of BL, its benefits and limitations, supported by a review of literature, and an analysis of a sample of BL cases in higher education language-teaching worldwide. Additional data were also gathered through a questionnaire administered to language department chairs. Data were triangulated and analysed using the grounded theory approach. The article closes with an examination of different levels of blending, the various perspectives within the educational community on its use, and a discussion of its future applicability, especially in higher education.

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Section: The Origins Of Blmentioning

confidence: 99%

Blended learning: Deficits and prospects in higher education

Medina

2018

AJET

115

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“…Educational institutions are providing more resources to students through online learning opportunities [17]. Based on results of an annual survey of university senior managers, the importance of providing online learning opportunities has increased from around 49% in 2002 to over 70% in 2014 [18].…”

Section: Online Learning and Learning Management Systemsmentioning

confidence: 99%

“…Second generation systems provided communication between the teacher and student with some add-in features, and third generation systems, or current systems, are fully interoperable and provide more communication capabilities. Features that are important to the success of online systems include accessibility of the system and high-quality material that is useful, consistent and accurate [17]. Usability of a system, in terms of its interoperability with other computer-based tools is also important [20].…”

Section: Online Learning and Learning Management Systemsmentioning

confidence: 99%

“…In [20], students found that doing laboratory exercises was more efficient when using an online system. When students have a positive experience with online learning, they tend to continue to use the system and improve their learning outcomes [17]. Online classroom discussion forums have been found to help students learn more about course topics [24].…”

Section: Online Learning and Learning Management Systemsmentioning

confidence: 99%

“…Teachers also have found that scoring laboratory exercises is made easier, however instructors also need to continually review and update the content [17]. Teachers are tasked with finding exercises that already exist or creating new ones and adapting the material to the technology [13].…”

Section: Online Learning and Learning Management Systemsmentioning

confidence: 99%

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Virtual laboratories for electrical engineering students: Student perspectives and design guidelines

Altalbe¹

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This research is focused on understanding the role of virtual laboratories and physical laboratories, specifically in the context of the electrical engineering discipline. It is important to emphasize that the research is not aimed at replacing physical laboratories as they form an essential part of the education of electrical engineers, but rather to supplement them using virtual laboratories.In the literature, there are different perspectives on the implementations of virtual laboratories. Virtual laboratories can be effective for students, particularly those with limitations, either physical or timebased, who may have difficulties accessing physical laboratories or scheduling laboratory time.Instructors and technical staff may find virtual laboratories useful, but with additional challenges for set-up, maintenance and integration with coursework. At the university level, there may be cost considerations that affect decisions about supplementing and/or replacing physical laboratories with virtual laboratories. Throughout the literature, there are multiple studies that argue the effectiveness of virtual laboratories is equivalent to learning in the physical laboratory. Disadvantages found included insufficient realism, ineffective groupwork capabilities, maintenance of the systems and a lack of appropriate skill set development for real-world situations. Advantages included flexibility for students, more time for experimentation, fewer overcrowded classroom and lower costs than physical laboratories. There were gaps in the literature identified related to virtual laboratory design, such as consideration for learning objectives as defined by the Accreditation Board for Engineering and Technology (ABET).A mixed method approach was used in the research that included both qualitative and quantitative methods. A detailed literature review was performed, supplemented by multiple surveys of both students and faculty. A virtual laboratory was designed and implemented using the input of the students to better understand what users desire in their virtual laboratory and students provided helpful input to the development and refinement of the virtual laboratory. The results of surveys, along with findings in the literature and findings from developing and implementing a working virtual laboratorywere combined to answer four research questions. These questions were: Research Question 1 -What is the relative capacity of virtual laboratories versus physicallaboratories to enable the desired learning objectives of engineering laboratories, especially those viewed as important by students? In this research teamwork and learning from failures were identified as the most important learning objectives.Research Question 2 -Based on a trial virtual laboratory deployment, which design features of a virtual laboratory are important from student perspectives? In this research realism, online tools for communicating with tutors and a preference for real-time interaction were identified important design features. A flexible, and easy-to-...

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Understanding the impact of quality elements on MOOCs continuance intention

Shang

Wenfei

2022

Educ Inf Technol

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Online learning has captured much attention, while given for high dropout rate, continuance of MOOCs is now a most concerned critical topic in both research and practical field. From teaching-based quality and platform-based quality perspectives, this study aims to investigate the impact of quality elements on continuance intention based on Expectation Confirmation Model, Task Technology Fit, flow theory and trust. We conducted our research through online questionnaire from July to September in 2020 and collected 555 valid responses which were mainly from university students who had already participated in MOOCs. A Partial Least Square Structural Equation Model approach is employed to test the research model. The results show that teaching-based quality will increase both students’ task technology fit and confirmation, and platform-based quality can improve the confirmation and perceived value about learning in MOOCs. Task technology fit, confirmation and perceived value will further facilitate the using experience and enhance trust and satisfaction. This research comprehensively illustrates the importance of quality relevant to teaching and platforms on continuance intention of MOOCs.

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What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

Cited by 31 publications

References 56 publications

Blended learning: Deficits and prospects in higher education

Blended learning: Deficits and prospects in higher education

Virtual laboratories for electrical engineering students: Student perspectives and design guidelines

Understanding the impact of quality elements on MOOCs continuance intention

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