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Article
Publication date: 7 September 2020

Yung-Ming Cheng

The purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course

2174

Abstract

Purpose

The purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course content quality, course design quality) as antecedents to student beliefs can influence students' satisfaction and continuance intention of the cloud-based electronic learning (e-learning) system within the educational institution.

Design/methodology/approach

Sample data were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 515 (85.8%) useable questionnaires were analyzed using structural equation modeling.

Findings

Findings showed that students' perceptions of interactivity, course content quality and course design quality positively significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, which in turn directly or indirectly led to their continuance intention of the system. Thus, the results strongly supported the research model based on ECM via positioning key constructs as the drivers with all hypothesized links being significant.

Originality/value

This study identifies three factors (i.e. interactivity, course content quality, course design quality) as drivers from the learner perspective within the cloud-based e-learning environment, and links these factors to students' satisfaction and continuance intention of the cloud-based e-learning system based on ECM. It is particularly worth mentioning that the three drivers can serve as precursors for recognizing the determinants that are crucial to understand students' satisfaction and continuance intention of the cloud-based e-learning system. Hence, this study may provide new insights in nourishing the cloud-based e-learning continuance literature in the future.

Article
Publication date: 10 November 2020

Muhammad Irfan, Muhammad Jamaluddin Thaheem, Syyed Sami Ul Haq Kaka Khel, Muhammad Faizan Ul Haq, Muhammad Saeed Zafar and Muhammad Ehtsham

The purpose of this research is to determine a comprehensive coursework for teaching quality management in the universities of developing countries i.e. Pakistan pertinent to the…

Abstract

Purpose

The purpose of this research is to determine a comprehensive coursework for teaching quality management in the universities of developing countries i.e. Pakistan pertinent to the construction industry. Additionally, a framework was also developed based on the results.

Design/methodology/approach

Factors and course contents of quality management are extracted through a content analysis of the published literature. Further, a questionnaire survey is conducted involving 150 professionals to assess the requirements of the industry and academic professionals of the construction industry for effective quality management. Finally, for getting a more objective perspective, using quality function deployment (QFD) matrix a framework is developed.

Findings

The results show the level of importance of each design requirement. We can identify the design requirements through which we can fulfill the needs and demands of the stakeholders. Contents like benchmarking, supply chain management, six sigma and other data analysis methods, costing and auditing of quality, customer satisfaction analysis, TQM: theory and practices and ISO certification processes and procedures should be included in any course program related to quality management pertinent to the construction industry. Along with these contents, workshops and seminars must be arranged to address the user requirement for increased leadership and communication skills.

Originality/value

There is a lack of literature available on course content for quality management in the universities for the construction sector, therefore, a huge scope of future research in the field of quality management in the construction industry needs to be investigated. This research highlights the most significant quality management factors and course contents as per the requirement of industry professionals. Therefore, this study adds to the existing body of knowledge by developing a robust framework that will help decision-makers and top management to develop constructive quality management course work at university level that will help in producing qualified and trained quality professionals to the construction industry.

Details

The TQM Journal, vol. 33 no. 6
Type: Research Article
ISSN: 1754-2731

Keywords

Article
Publication date: 29 June 2020

Angela P. Murillo and Kyle M.L. Jones

Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face…

1335

Abstract

Purpose

Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face classes into an online environment. However, many instructors do not have online education expertise. Standards such as Quality Matters can help guide the creation of quality online course environments. This paper aims to provide a research-based and pragmatic approach for creating QM-informed online courses.

Design/methodology/approach

The Quality Matters Standards Rubric consists of eight General and 42 Specific Review Standards. Each standard was analyzed to determine the ease of implementation and implementation approach for a Quality Matters-informed online course template.

Findings

Of the 42 specific review standards, 16 (38%) are easily achievable, 20 (48%) are achievable, but required some intervention, and six (14%) are difficult to achieve through a course template.

Practical implications

This study provides guidance for implementing Quality Matters-informed online course design. As many instructors without an instructional design or online education background now need to conduct online classes, Quality Matters provides structure and guidance to assist with creating high-quality learning environments. As receiving formal Quality Matters certification is time-consuming and requires peer-review, this research provides guidance to create Quality Matters-informed online courses in a timely manner.

Originality/value

This study is particularly timely due to the COVID-19 pandemic and will help prepare instructors for any second-wave scenarios. Furthermore, through providing guidance on the creation of Quality Matters-informed online course design, this paper will help instructors have a greater chance of instructional success for online course delivery.

Details

Information and Learning Sciences, vol. 121 no. 5/6
Type: Research Article
ISSN: 2398-5348

Keywords

Book part
Publication date: 19 March 2013

Marcia L. Ashbaugh

A social movement is sweeping the globe in the form of Internet delivered and open access sharing spaces. People are connecting in new ways while personalizing their daily…

Abstract

A social movement is sweeping the globe in the form of Internet delivered and open access sharing spaces. People are connecting in new ways while personalizing their daily experiences with shared websites called Web 2.0 technologies. This chapter looks into the implications of taking these technologies beyond social interactions into the learning experiences of students. With a literature review and case study analysis, the goal of this chapter is to gain a better understanding of what is needed to appropriate quality instructional strategies to the online university course room including social sites such as Facebook, Twitter, Second Life®, and wikis. Following a brief history and descriptions of the Web 2.0 sites and functions, the reader is introduced to the design expectations typical of instructional designers (IDs) with definitions and standards from the field's literature. Support is offered from the business and educational literature for incorporating leadership into design practice through vision, strategy, and theory-based decisions. Definitions, benchmarks, and examples of instructional strategies and activities for learner engagement complete the theoretical framework for the chapter. Given the added complexities of advanced technologies, this chapter suggests evaluating social learning through an ID leadership perspective for a more informed recommendation of Web 2.0 online affordances. Following a case analysis of Second Life®, a 3-D virtual world used for learning activities, implications for ID practice are discussed, along with the various benefits and barriers of adopting Web 2.0 technologies. In the conclusion, suggestions are given for future research on the potential for integration of Web 2.0 affordances into online learning designs for rich, engaging learning experiences.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Open Access
Article
Publication date: 18 August 2022

Shahrokh Nikou and Ilia Maslov

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students'…

4773

Abstract

Purpose

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.

Design/methodology/approach

This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.

Findings

The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.

Research limitations/implications

The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.

Originality/value

This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

Details

International Journal of Educational Management, vol. 37 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 June 2012

Yung‐Ming Cheng

The main purpose of this study is to examine whether quality factors as the antecedents to learner beliefs can affect learners' intention to use an e‐learning system.

3754

Abstract

Purpose

The main purpose of this study is to examine whether quality factors as the antecedents to learner beliefs can affect learners' intention to use an e‐learning system.

Design/methodology/approach

This study gathered sample data from eight high‐tech companies in Taiwan. A total of 680 questionnaires were randomly distributed, 522 questionnaires were returned for a response rate of 76.76 percent, and 483 usable questionnaires were analyzed, with a usable response rate of 71.03 percent. Data were analyzed by using structural equation modeling.

Findings

Information quality, service quality, system quality, and instructor quality, as the antecedents of e‐learning acceptance can provide detailed accounts of the key forces underpinning employees' perception with regard to their beliefs (i.e. perceived usefulness, perceived ease of use, and perceived enjoyment), and this situation can further enhance employees' usage intention of the e‐learning system.

Originality/value

Based on the extended technology acceptance model and the updated DeLone and McLean information systems success model, this study integrates related e‐learning quality factors including information quality, service quality, and system quality into the research model and further contributes additionally to the identification of instructor quality that may lead to e‐learning acceptance. Also, it should be noted that the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining quality antecedents of e‐learning acceptance is well documented in this study. Hence, this study contributes significantly to the body of research on evaluating the quality antecedents of e‐learning acceptance.

Article
Publication date: 2 September 2014

Amanda E. Major, S. Raj Chaudhury, Betsy M. Gilbertson and David T. King Jr

The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral…

Abstract

Purpose

The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral intern, and a distance learning director) in the process of transitioning a face-to-face science course to online modality at a large, research university.

Design/methodology/approach

The method of this qualitative inquiry involves a personal narrative approach in which the authors reflect on their experiences of this process and analyze it through writing.

Findings

The findings examine the challenges of moving a traditional course online and reiterate the value of a team approach to ensure its quality. The narrative offers clarity to the different phases of such a project and can enhance decision making among those involved in course design and delivery, as well as administrators incentivizing the conversion of traditional courses to the online modality.

Practical implications

Online education has emerged as a viable solution. The challenges and rewards of transitioning face-to-face courses to distance learning modalities are well documented, even for a senior science educator.

Social implications

Universities face several modern day challenges, including reductions in state appropriations, lack of available space for classes, challenges of engaging a technologically savvy generation, and preparing students for a global marketplace.

Originality/value

To support faculty members’ transition to online education, universities offer instructional design support, where ideas are exchanged with faculty members to ensure pedagogically sound and engaging distance learning. The authors conclude with recommendations for both practice and future research in the area of practice and process improvement for diffusion of online courses at traditional universities, one course at a time. This is important to those beginning to transition course offerings online.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 October 2018

Vandana Savara and Sanjai Parahoo

The purpose of this paper is to model the factors influencing the quality of learning experiences (LE) of students in blended learning (BL) environments in higher education (HE…

Abstract

Purpose

The purpose of this paper is to model the factors influencing the quality of learning experiences (LE) of students in blended learning (BL) environments in higher education (HE) sector, and to assess whether these factors differ across gender.

Design/methodology/approach

A literature review combined with in-depth interviews of a broad range of stakeholders were used to develop a conceptual study model, which was then empirically tested using data collected from a global sample of 267 students from diverse BL environments. Factor analysis and binary logistic regression were used to test the study model.

Findings

A five factor solution emerged for both genders, therefore concluding that the identified factors did not play a statistically significant role in predicting the gender of students. Thus, the same factors may be used to enhance the quality of LE of both male and female students.

Research limitations/implications

Even though the sample represents respondents from different universities around the world, and the methodology used has authenticated the findings, the results need to be implemented carefully due to the non-probabilistic sampling. Therefore, similar studies can be repeated in future in other BL environments to validate the results in a broader context.

Practical implications

The findings suggest that managers of HE institutions may use similar factors to achieve quality LE for both male and female students.

Social implications

Effective design of courses suitable for both genders will support better LE potentially leading to higher retention and enrollment rates for students and supporting lifelong learning.

Originality/value

While universities worldwide are increasingly using BL environments as delivery mode, limited research has focused on the factors that affect the quality of LE in such settings. This paper addresses this gap and tests whether the same factors are relevant for both genders.

Details

International Journal of Quality & Reliability Management, vol. 35 no. 9
Type: Research Article
ISSN: 0265-671X

Keywords

Article
Publication date: 5 July 2022

Shanshan Shang and Chenhui Du

With the increasing popularity of online courses, their quality has become a public concern. Based on the perspective of knowledge management, this study aims to identify…

Abstract

Purpose

With the increasing popularity of online courses, their quality has become a public concern. Based on the perspective of knowledge management, this study aims to identify comprehensive and granular quality factors of online courses and analyze the relationships between the factors.

Design/methodology/approach

Following the principles of the grounded theory, interpretive structural modeling and cross-impact matrix multiplication applied to classification (MICMAC) analysis methods, this research uses reviews and comments garnered from Zhihu, which is the most popular online question-and-answer community in China, to conduct the analysis.

Findings

Based on the text data, 50 factors that potentially affect the quality of online courses are obtained. The analysis identifies the hierarchical relationships and dependent correlations between the factors.

Originality/value

The research uses the knowledge transformation model to classify content elements according to their degree of descriptiveness and provides practical and effective suggestions for improving the quality of online courses.

Details

Library Hi Tech, vol. 41 no. 6
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 26 September 2022

Lakshmy Mohandas, Nathalia Sorgenfrei, Lauren Drankoff, Ivan Sanchez, Sandra Furterer, Elizabeth Cudney, Chad Laux and Jiju Antony

This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.

Abstract

Purpose

This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.

Design/methodology/approach

This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.

Findings

The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.

Research limitations/implications

The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.

Practical implications

Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.

Originality/value

This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.

1 – 10 of over 103000