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Article
Publication date: 10 July 2009

Ulf Daniel Ehlers

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model…

Abstract

Purpose

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and proposes consequences for quality development.

Design/methodology/approach

The paper summarises relevant research in the field of e‐learning to outline the differences between e‐learning 1.0 and e‐learning 2.0 and amalgamates it with a series of previously published works. The characteristics of quality development are analyses in a next step and suitable methodologies for developing quality for e‐learning 2.0 environments are selected, proposed and explained.

Findings

Even though the question of quality is controversially discussed already when e‐learning 1.0 appeared on the market, e‐learning 2.0 creates even more insecurity. This paper aims at answering the following questions: what constitutes the new, innovative element, which is described by Web 2.0 and e‐learning 2.0? Does this development have consequences for how it assures, manage and develop quality in e‐learning? In three steps, it is described what e‐learning 2.0 constitutes, which basic elements of Web 2.0 it builds on, and what has changed. In a second, step the consequences this implies for quality development in e‐learning are discussed. Third, a number of methods as examples and practical advice on how to further advance quality development are described.

Originality/value

The original value of the paper is to outline the changes which have to be taken into account in new and innovative learning environment which are build on Web 2.0 technologies and to draw consequences for quality development as well as suggest methodologies for educators and learners to improve quality of such learning environments.

Details

Quality Assurance in Education, vol. 17 no. 3
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 23 March 2012

Edda Lwoga

This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions…

Abstract

Purpose

This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.

Design/methodology/approach

A combination of content analysis and semi‐structured interviews was used to collect data. Semi‐structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011.

Findings

The study found that the adoption of e‐learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e‐learning and Web 2.0 tools in their universities.

Practical implications

The study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions.

Originality/value

The study provides empirical findings on the use of e‐learning and Web 2.0 for higher education, specifically in the Tanzanian context. The study provides a basis for further research on the use of Web 2.0 technologies in higher education.

Details

Campus-Wide Information Systems, vol. 29 no. 2
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 15 September 2021

Mona Jami Pour, Javad Mesrabadi and Mohammad Asarian

Reviewing the existing literature in the field of e-learning success reveals a considerable number of studies that primarily investigate the causal relationships proposed…

Abstract

Purpose

Reviewing the existing literature in the field of e-learning success reveals a considerable number of studies that primarily investigate the causal relationships proposed by the DeLone and McLean (D&M) information system (IS) success model. However, the various relationships in the D&M model have found different levels of support or even contradictory results within the empirical literature. To synthesize the existing knowledge in the field of e-learning success, the authors have conducted a meta-analysis of e-learning success studies using D&M to combine the quantitative results and validate the model in this field. Furthermore, a moderator analysis involving user types was performed to examine the situation under which they may have different effects.

Design/methodology/approach

For this purpose, through a systematic review of the studies, 44 independent studies were selected from 29 qualified related journals. In order to analyze the quantitative results of the studies, the meta-analysis of the effect sizes of the casual relationships in the D&M model has been used.

Findings

The findings indicated that all relationships of the model were supported. It was also revealed that the extent of effect sizes of the examined relationships depends on the type of user. Except for one relationship (user satisfaction and net benefit), all effect sizes of employees were more than those of students and teachers.

Research limitations/implications

This meta-analysis reviewed the relationships found in the literature on D&M constructs in e-learning contexts. This study better explains the e-learning success factors by consolidating contradictory findings in the past researches and contributes to the existing e-learning success literature. The findings can assist educational institutions and organizations in decision-making because the findings resulting from the meta-analysis are more consistent than previous primary researches.

Originality/value

Despite the widespread use of the D&M model in the field of e-learning success, no study has yet consolidated the quantitative findings of these studies and the current field abounds in some controversies and inconsistent findings. This paper integrates the results of empirical studies that examined the relationships within the D&M model. The main contribution of this paper, which is the first of its kind, is to apply meta-analysis to reconcile the conflicting findings, investigate the strengths of the relationships in the D&M model and provide a consolidated view.

Details

Online Information Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1468-4527

Keywords

Content available
Article
Publication date: 17 May 2021

Shahrokh Nikou and Ilia Maslov

During the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the…

Abstract

Purpose

During the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the critical factors for the intention to participate in e-learning during COVID-19.

Design/methodology/approach

Data were collected by surveying 131 university students and structural equation modelling technique using PLS-SEM was employed to analysis the data.

Findings

The results showed that the COVID-19 related factors such as perceived challenges and COVID-19 awareness not only directly impact students' intention but also such effects are mediated through perceived usefulness and perceived ease of use of e-learning systems. However, the results showed that the educational institution's preparedness does not directly impact the intention of students to participate in e-learning during COVID-19. The results also showed that the gender and length of the use of e-learning systems impact students' e-learning systems use.

Originality/value

These results demonstrated that, regardless of how well the educational institutions are prepared to promote the use of e-learning systems, other COVID-19-related challenges play a crucial role in forming the intention of students to participate in e-learning during the COVID-19 pandemic. Theoretical and practical implications are provided.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 3
Type: Research Article
ISSN: 2056-4880

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Article
Publication date: 21 September 2020

Amra Kapo, Alisa Mujkic, Lejla Turulja and Jasna Kovačević

Conceptual model in this paper combines existing scientific knowledge grounded in theories of planned behavior, diffusion of innovation and a unified theory of acceptance…

Abstract

Purpose

Conceptual model in this paper combines existing scientific knowledge grounded in theories of planned behavior, diffusion of innovation and a unified theory of acceptance and use of technology, while aiming to identify relevant determinants of continuous use of e-learning by employees who used e-learning in the past year at their workplace.

Design/methodology/approach

The authors developed and empirically tested the positive impact of professional, personal, IT and environmental factors on the continued use of e-learning among 672 employees across different sectors using the structural equation modeling technique.

Findings

Research results suggest that the most powerful determinant of continuous use of e-learning are personal factors. Environmental influences and technological aspects also exhibit a positive and significant impact on the continuous use of e-learning. Research hypothesis related to the positive influence of professional factors on the continuous use of e-learning has not been empirically confirmed. Also, results demonstrated that continued use of e-learning contributes to better individual business performance.

Practical implications

The practical contribution is threefold: to companies, education institutions and human resource managers. For companies, identification of key determinants will lead to a better understanding of employees needs regarding continuous job improvements. The findings can be used by educational institutions to design e-learning programs according to results and real value to employees. On the other hand, human resource managers can benefit from this study in terms of getting concrete factors that motivate employees for continuous job improvement.

Originality/value

The research sheds light on the proposed integrated model that tests the post-adoption of the continuous use of e-learning within an organizational context.

Details

Information Technology & People, vol. 34 no. 5
Type: Research Article
ISSN: 0959-3845

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Article
Publication date: 2 November 2015

Tien-Chi Huang

This paper aims to review the four elements of Library 2.0, which represents a major innovation, and adopts several pedagogical concepts to investigate other innovations…

Abstract

Purpose

This paper aims to review the four elements of Library 2.0, which represents a major innovation, and adopts several pedagogical concepts to investigate other innovations libraries in Taiwan could implement to become ideal libraries.

Design/methodology/approach

This paper presents an overview of the essential principles of Library 2.0 and examines the current state of libraries in Taiwan. The authors then present a reciprocal feedback model of Library 2.0+.

Findings

A Library 2.0+ model and a concept map of the mutualism between e-learning education and Library 2.0+ were proposed to diminish the gap between the status quo and Library 2.0. Two recommendations are provided: to develop a library learning platform to maximize the education value of the library, and to regard library development as part of the overall community’s development. Users can access library resources anytime/anywhere by visiting the library learning platform without visiting the library. Allowing an individual approach is necessary to realize the social educational value of the library. Moreover, a Library 2.0 library engages more in community development and invites participation with participation in community first. Universities in the community would be good technology partners when developing a Library 2.0 library.

Originality/value

Although there has been extensive research of library development in view of Library 2.0, such a topic has never been explored with an educational perspective, especially an e-learning perspective. Given that the definition of Library 2.0 is abstract and fairly broad, the authors take the view of an e-learning platform to make Library 2.0 more figurative. Moreover, through interdisciplinary exploration, concrete suggestions regarding library development are provided to librarians, especially those with similar conditions as those in Taiwan.

Details

The Electronic Library, vol. 33 no. 6
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 8 April 2019

Besarion Meskhi, Svetlana Ponomareva and Ekaterina Ugnich

The purpose of this paper is to study the limitations, opportunities and conditions for the development of e-learning in the inclusive education system in the universities.

Abstract

Purpose

The purpose of this paper is to study the limitations, opportunities and conditions for the development of e-learning in the inclusive education system in the universities.

Design/methodology/approach

The paper reviews the literature dedicated to e-learning, its application and adaptation in higher inclusive education. Systemic and social approaches were applied to the perception of higher inclusive education for the purposes of this study. The principles of evolutionary economics and institutional theory were used for determining the possibility of using e-learning in higher inclusive education. The findings are confirmed by an empirical study of the integration of e-learning into the higher inclusive education system by the example of Russia.

Findings

It has been shown that the development of e-learning in the national higher education system and its perception by the higher inclusive education system depends on the level of development of social and information interrelation in the society. In addition, e-learning can only be used in higher inclusive education when it is interrelated with traditional learning. The efficiency of e-learning in higher inclusive education depends on the systemic institutional environment which was formed both at the level of the state and at the level of a particular university. In this case, the institutional environment should be focused not only on the development of e-learning and inclusive education, but also on their collaboration.

Practical implications

The results of the study, which identified special aspects, opportunities and limitations of e-learning in higher inclusive education, can be applied to improve its effectiveness both at the level of individual universities and at the level of formation of national strategies for the development of higher education.

Originality/value

Given the growing relevance of higher inclusive education in the contemporary world and the limited number of studies of adaptation and the use of e-learning in it, the results obtained can contribute to the implementation of strategic planning of this direction at the national and local levels.

Details

International Journal of Educational Management, vol. 33 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 13 August 2021

Mohammad Kasem Alrousan, Amro Al-Madadha, Mohammad Hamdi Al Khasawneh and Adiy Adel Tweissi

The purpose of this study is to investigate the factors that affect students’ behavioral intentions to use virtual classrooms at Princess Sumaya University for Technology…

Abstract

Purpose

The purpose of this study is to investigate the factors that affect students’ behavioral intentions to use virtual classrooms at Princess Sumaya University for Technology (PSUT) in Jordan.

Design/methodology/approach

A quantitative research approach was adopted, an online survey method was used and the data were collected among students at PSUT in Jordan. A total of 511 responses were usable for analysis. A structural equation modeling partial least squares technique was used to examine the hypothesized model.

Findings

The findings reveal that the proposed factors have direct and indirect relationships with behavioral intentions to use virtual classrooms. They show that students’ satisfaction has a direct influence on behavioral intention, while other variables such as instructor characteristics, virtual classroom quality, perceived self-efficacy, perceived organizational support, perceived ease of use and perceived usefulness have an indirect effect on behavioral intentions to use virtual classrooms.

Research limitations/implications

The study was conducted at PSUT in Jordan, which could limit the generalizability of the findings. Furthermore, the present study measured students’ behavioral intentions to use virtual classrooms and future research should consider the actual use of virtual classrooms.

Practical implications

The findings of this study offer significant and useful information to policymakers, instructors, developers and students regarding the use of virtual classrooms in universities. Based on students’ needs and readiness, the findings identify which factors to consider when developing an e-learning system to enhance learning and teaching performance.

Originality/value

This study extends existing knowledge by developing a conceptual model to identify the key factors of virtual classroom adoption in higher education institutions in Arab countries. This study contributes to the literature in the context of e-learning by validating an extended technology acceptance model from an Arab countries perspective and considering the differences in culture, learning style and physical environment compared to developed countries.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

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Article
Publication date: 14 March 2019

Gaurav Chopra, Pankaj Madan, Piyush Jaisingh and Preeti Bhaskar

E-learning has become an increasingly prevalent learning approach in higher educational institutions due to the fast growth of internet technologies in India. This paper…

Abstract

Purpose

E-learning has become an increasingly prevalent learning approach in higher educational institutions due to the fast growth of internet technologies in India. This paper aims to mainly focus on evaluating the effectiveness of the e-learning experience from students’ perceptive.

Design/methodology/approach

“Survey” method has been used to collect the data with the help of a structured questionnaire from the students who have registered on COURSERA (www.coursera.org/) website for e-learning. The questionnaire consisted of two sections e-learning system and e-learning effectiveness. E-learning system included items related to system quality, information quality and service quality. E-learning effectiveness dimension included user satisfaction and net benefits. The items in this section were measured on a five-point Likert scale ranging from strongly disagrees to strongly agree. The data collected have been analyzed using the SPSS version 17.0 and AMOS version 21.0.

Findings

Results show that system quality and service quality contribute more in e-learning system compared to information quality. Students perception may be that information available on the website may not be very useful as it’s a one-way mode of communication. The researcher also found that the three dimensions (system quality, service quality and information quality) of e-learning system contributes to user satisfaction and net benefits. Students are satisfied with e-learning websites and intent to continue to use it in future as well. They also found it beneficial as it helps them in career growth and making them employable.

Originality/value

This paper proposed a second-order model of e-learning system and a second-order model e-learning effectiveness. E-learning system has been defined by three first-order constructs: a system quality, service quality and information quality. E-learning effectiveness has been defined by two first-order constructs: a user satisfaction and net benefits. The predictability of the proposed model is high to explain the impact of e-learning system on e-learning effectiveness.

Details

Interactive Technology and Smart Education, vol. 16 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Article
Publication date: 9 April 2019

Sabraz Nawaz Samsudeen and Rusith Mohamed

The purpose of this study was to investigate the factors that might influence the intention and use behaviour of e-learning systems by students in state universities in Sri Lanka.

Abstract

Purpose

The purpose of this study was to investigate the factors that might influence the intention and use behaviour of e-learning systems by students in state universities in Sri Lanka.

Design/methodology/approach

The theoretical model for this study was primarily drawn from unified theory of acceptance and Use of Technology 2 (UTAUT2). Exogenous variables included performance expectancy, effort expectancy, social influence, work life quality, hedonic motivation, internet experience and facilitating condition, and their influence on behavioural intention and use behaviour were studied. Instrument was developed using validated items from past literature. Data for this quantitative study were collected from undergraduate and postgraduate students from 15 Sri Lankan state universities by self-administering and Web-form during second quarter of 2018. Structural equation modelling was used to see the insights from the valid data using IBM’s SPSS 25 and AMOS 22.

Findings

Results of the confirmatory factor analysis and subsequent evaluation of the structural model confirmed the proposed hypotheses, and it was found that constructs of UTAUT2 have a significant impact on and play an important role in behavioural intention to use and use behaviour of e-learning system by state university students in Sri Lanka.

Originality/value

The adoption of an e-learning system in Sri Lankan state universities is fairly low. Hence, investigation of what determinants might be contributing for adoption is important to enhance the learning experience of students and help them improve their knowledge. This paper contributes by delineating the factors that influence the acceptance and use of e-learning systems by students of state universities in Sri Lanka.

Details

Interactive Technology and Smart Education, vol. 16 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

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