The interdependent learning process is regarded as a crucial part of e-learning success, but it has been largely ignored in e-learning empirical research. Grounded in constructivist and social constructivist theory, we present and test an e-learning success model consisting of eight e-learning critical success factors (CSF) derived from constructivist and social constructivist models. Three hundred seventy-two on-line students from a Midwestern university in the United States participated in the survey. The data collected from the survey was used to examine the partial least squares structural equation model. The results highlight the importance of self-regulated learning and dialogical processes to explain and predict perceived learning outcomes and student satisfaction.
Our research extends and fortifies a systems view of e-learning success (Eom & Ashill, 2018) to steer the direction of future e-learning empirical research to build strong e-learning theories. We provide a holistic and coherent framework around which a wide range of learning variables are organized, from which to conduct research on students’ learning. In doing so, our research adds innovative insights and provides a new direction of future e-learning empirical research.
Eom, Sean and Ashill, Nicholas Jeremy
"Learning Outcomes and Learner Satisfaction: The Mediating Roles of Self-regulated Learning and Dialogues,"
Journal of International Technology and Information Management: Vol. 32:
1, Article 1.
Available at: https://scholarworks.lib.csusb.edu/jitim/vol32/iss1/1