Description
This paper empirically investigate the effects of self-efficacy and self-regulated learning on learner satisfaction with LMS and LMS effectiveness. This research focuses on the effects of learner’s psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) on student satisfaction with the e-learning management system and e-learning systems’ effectiveness. The survey questionnaire is selected from a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the e-learner developed by Wang, Wang, and Shee (2007). The 674 sample consists of 140 business students and 534 non-business students. _x000D_ Statistically significant evidence was found to suggest students’ psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) had effects on student e-learning satisfaction. This is in accordance with a prior research which found a positive relationship between student motivation, core of self-regulated learning, and on-line course satisfaction (Eom et al. 2006)._x000D_
Recommended Citation
Eom, Sean, "Effects of Self-Efficacy and Self-regulated Learning on LMS User Satisfaction and LMS Effectiveness" (2015). AMCIS 2015 Proceedings. 25.
https://aisel.aisnet.org/amcis2015/ISEdu/GeneralPresentations/25
Effects of Self-Efficacy and Self-regulated Learning on LMS User Satisfaction and LMS Effectiveness
This paper empirically investigate the effects of self-efficacy and self-regulated learning on learner satisfaction with LMS and LMS effectiveness. This research focuses on the effects of learner’s psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) on student satisfaction with the e-learning management system and e-learning systems’ effectiveness. The survey questionnaire is selected from a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the e-learner developed by Wang, Wang, and Shee (2007). The 674 sample consists of 140 business students and 534 non-business students. _x000D_ Statistically significant evidence was found to suggest students’ psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) had effects on student e-learning satisfaction. This is in accordance with a prior research which found a positive relationship between student motivation, core of self-regulated learning, and on-line course satisfaction (Eom et al. 2006)._x000D_