20100930 - Womble, E-Learning:...Learner Satisfaction, Self-Efficacy, Usefulness

E-learning: The relationship among learner satisfaction, self-efficacy, and usefulness by Womble, Joy Chastity, Ph.D., Alliant International University, San Diego, 2007 , 132 pages; AAT 3298903 My Interest: 1) E-Learning. 2) Reliability and Validity. 3) Usefulness. 4) Learner Satisfaaction. Action: To read the Dissertation in future. The problem. The year 2000 marked a new era of growth for online learning (American Society for Training & Development, 2002). Implementing e-learning is common practice in public and private sectors (Zimmerman, 2001). Training mandates are central among the factors fueling this upsurge (Tucker, 2005). Although an increasing number of organizations are developing e-learning strategies to address their training needs, exploring online learning theoretically and identifying key factors that will enhance its effectiveness is necessary. While previous research studies have examined student satisfaction in a distance-learning environment, this topic has not been given adequate attention (Biner, Dean & Mellinger, 1994). Despite the growing convergent research threads on e-learning (Davis, 1989; Malhotra & Galletta, 1999; Wang, 2003), few have strong theoretical foundations (Salas & Cannon-Bowers, 2001). Social learning theory and attitude-behavior theory can aid in developing guidelines for creating elearning training. The present research measured the relationships among learner satisfaction, self-efficacy, and usefulness within an elearning context. Method. The sample consisted of 440 government agency employees in the Southwestern United States. Participants completed mandatory elearning courses in Training and Development's learning management system. They were asked to complete a demographics survey and three scales, Mungania's (2004) E-learning Self-Efficacy Scale, Davis' (1993) Perceived Usefulness Scale, and Wang's (2003) Electronic Learner Satisfaction Instrument. These were used to measure the relationships among employees' perceptions of self-efficacy, usefulness, and satisfaction of e-learning. LITERATURE REVIEW E-Learning in Organizations Satisfaction: An Indication of E-Learning Success Self-Efficacy Self-Efficacy and Performance E-Learning Self-Efficacy Computer Self-Efficacy Internet Self-Efficacy Usefulness Usefulness and Technology Use and Acceptance E-Learning Satisfaction, Self-Efficacy, and Usefulness Research Questions and Hypotheses Definition of Jey Terms CHAPTER II: METHODS …… Instrumentation E-Learning Self Efficacy Scale Reliability and Validity Internet Self-Efficacy Scale Reliability and Validity Computer User Self-Efficacy Scale Reliability and Validity Perceived Usefulness Scale Reliability and Validity E-Learner Satisfaction Scale Reliability and Validity ………

20100928 - Chang, Faculty Perception & Utilization of LMS...

Faculty perceptions and utilization of a Learning Management System in higher education by Chang, Chinhong Lim, Ph.D., Ohio University, 2008 , 302 pages; AAT 3319031 My Interest: 1) Blackboard LMS (learning management system). 2) Web survey. 3) Multiple regression analysis. 4) E-Learning. 5) Factor analysis. Action: To read specific parts of Dissertation in future. Motivation Past research has indicated that e-learning technology is not utilized to its full potential in education despite greater degree of access within higher education institutions. The issues of pedagogy in current elearning technologies and the importance of interface design in future e-learning systems have also been raised in past research studies. Research Goal The purpose of this study was to do close examinations of these issues and then investigate them through faculty's perceptions and utilization of Blackboard a commonly used Learning Management System, at a large Midwestern university. Methodology Two specific research questions guided the investigation. The first research question investigated the relationship between faculty members' perception of Blackboard and their perception of Blackboard's design. The second research question was designed to find the relationship between faculty members' capacity of use and their pedagogical perspective of e-learning, as well as the perceptions of Blackboard's design. Open-ended questions were also designed to allow faculty to provide more in-depth description of their concerns with Blackboard. Twenty-six common features of Blackboard were selected and subdivided into three groups--instructional features, interactive features, and visual features. Five Likert-type scales and one check-all-that-apply scale were designed by the researcher to collect empirical data. A web survey was administered to 1208 faculty members. A total of 154 responses were received, which met the desired sample size of 117. Multiple regression analysis was used to answer the two research questions. Results Discussion The result of analysis demonstrated a significant relationship between the perception of Blackboard and the perceptions of the designs of the respective aspects of Blackboard features. A significant relationship was also found in the capacity of Blackboard use with pedagogical perspective of e-learning, as well as the perception of the design of visual features of Blackboard. However, no significant relationship was found in the capacity of use with the perceptions of the design of instructional and interactive features of Blackboard. Analysis of open-ended responses revealed a consistency with past research studies such that most faculty members used Blackboard primarily for administration of courses and very few faculty members considered pedagogical issues when using Blackboard in their teaching. Recommendation Recommendations for future studies are provided. Learning Management System (LMS) Instructional Features Interactive Features Visual Features CHAPTER TWO: LITERATURE REVIEW Introduction What is E-learning? Distance Learning, Computer-Assisted Learning, and E-learning Advantages and Disadvantages of E-Learning The Current E-Learning Environment Limitations and Drawbacks of Current E-learning Environment A Projection of Future E-Learning Environment Some Current Problems with E-Learning Environments Learners versus Users Rediscovering Design Problems with Literature of Past Instructional Design Problems with Terminology The Term Instructional Development in Educational History Instructional Design, Pedagogy and Learning Theories Pedagogical Considerations Role of Context in Instructional Design Learning Theories and Instructional Design Media Design in an E-Learning Environment Visual Aesthetics and Instructional Design The Marriage of Instructional Design and Creativity Learner and User Processing of Information and Learning Instructional Design and Emotional Intelligence CHAPTER FOUR: FINDINGS Data Collection Procedure Data Screening Descriptive Analysis Overall Scores on the Perception of Blackboard Scale Overall Scores on the Perception of Blackboard's Design Scale Overall Scores on the Pedagogical Perspectives on E-Learning Scale Results on the Capacity of Use Section Reliabilities and Factor Analyses of the Scales Internal Consistency of the Perceptions of Blackboard Scale Factor Analysis of the Perceptions of Blackboard Scale Internal Consistency of the Perception of Blackboard's Design Scale Factor Analysis of the Perception of Blackboard's Design Scale Internal Consistency of the Pedagogical Perspective on E-Learning Scale Factor Analysis of the Pedagogical Perspective on E-Learning Scale Internal Consistency of the Degree of Usefulness Scale Factor Analysis of the Degree of Usefulness Scale Multiple Regression Analysis: Research Question 1 Assessment of Regression Model Method of Regression Model Statistics Multiple Regression Analysis: Research Question 2 Assessment of Regression Model Method of Regression Model Statistics Supplemental Analysis 1: Open-Ended Questions Responses Coding, Sorting and Categorization Categorization for Responses on Open-Ended Question One Categorization for Responses on Open-Ended Question Two Categorization for Responses on Open-Ended Question Three Supplemental Analysis 2: Faculty Group with No Blackboard Experience Supplemental Analysis 3: Experience with Other LMS