An empirical examination of factors contributing to the creation of successful e-learning environments |
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| Affiliation: | 1. School of Business, University at Albany, SUNY, Albany, NY 12222, USA;2. University of Central Florida, USA;1. University of Ghana, Legon/Edith Cowan University, Perth, Australia;2. Edith Cowan University, Perth, Australia;1. Faculty of Computing, Universiti Teknologi Malaysia, Skudai 81310, Malaysia;2. Biomechatronics Group, Ilmenau University of Technology, Ilmenau 98693, Germany;3. Department of Clinical Sciences, Faculty of Biosciences and Medical Engineering, Universiti Teknologi Malaysia, Skudai 81310, Malaysia;4. Faculty of Civil Engineering, Universiti Teknologi Malaysia, Skudai 81310, Malaysia;5. Faculty of Management, Universiti Teknologi Malaysia (UTM), 81310 Skudai Johor, Malaysia;6. Department of Computer Engineering, Lahijan Branch, Islamic Azad University, Lahijan, Iran;1. Department of Industrial Education, National Taiwan Normal University, Taiwan;2. Department of Adult and Continuing Education, National Taiwan Normal University, Taiwan;3. The National Academy of Civil Service, Taiwan;1. College of Management and Economics, Tianjin University, Tianjin 300072, PR China;2. Dept. Administración de Empresas, Universidad de Oviedo, Facultad de Economíay Empresa, Avda del Cristo, s/n, 33.071 Oviedo, Asturias, Spain;3. School of Information Management, Wuhan University, Hubei, China;4. School of Management, University of Science and Technology of China, Anhui, China;1. Complex Service and Training Department, Institute of Computer Science, Masaryk University, Brno, Czech Republic;2. Department of Physics, Faculty of Applied Sciences, University of West Bohemia, Plzen, Czech Republic;3. Department of Czech Language and Literature, Faculty of Education, University of West Bohemia, Plzen, Czech Republic;4. Department of Educational Sciences, Faculty of Arts, Masaryk University, Brno, Czech Republic |
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| Abstract: | Although existing models of e-learning effectiveness in information systems (IS) have increased our understanding of how technology can support and enhance learning, most of our models do not take into account the importance of social presence. Thus, this study extends previous research by developing a model of e-learning effectiveness which adds social presence to other oft studied variables including application-specific computer self-efficacy (AS-CSE), perceived usefulness, course interaction, and e-learning effectiveness. Using data from 345 individuals, this model was validated through a field study in an introductory IS survey course. Results indicate that AS-CSE and perceived usefulness were related to course performance, course satisfaction, and course instrumentality. In addition, course interaction was related to course performance and satisfaction. Finally, social presence was related to course satisfaction and course instrumentality. Implications for research and practice are discussed. |
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