Description
The past several decades of e-learning empirical research has advanced our understanding of the effective management of critical success factors (CSF) of technology-mediated learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. A significant reduction in dependent and independent variables and their measures is necessary for building a technology-mediated learning success model, and that such a model should incorporate the interdependent (not independent) process nature of technology-mediated learning success. Structural equation modeling is to be applied to empirically validate a comprehensive model of technology-mediated learning success. Our research advances existing literature on CSF of technology-mediated learning success and provides a basis for guiding future empirical research to build robust technology-mediated learning theories. The model aims to satisfactorily explain and predict the interdependency of six CSFs of technology-mediated learning systems (course design, instructor, motivation, student-student dialogue, student-instructor dialogue, and self-regulated learning) and perceived learning outcomes.
Recommended Citation
Eom, Sean B., "A Holistic Model for Understanding Technology-Mediated Learning Success" (2017). AMCIS 2017 Proceedings. 1.
https://aisel.aisnet.org/amcis2017/ISEducation/Presentations/1
A Holistic Model for Understanding Technology-Mediated Learning Success
The past several decades of e-learning empirical research has advanced our understanding of the effective management of critical success factors (CSF) of technology-mediated learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. A significant reduction in dependent and independent variables and their measures is necessary for building a technology-mediated learning success model, and that such a model should incorporate the interdependent (not independent) process nature of technology-mediated learning success. Structural equation modeling is to be applied to empirically validate a comprehensive model of technology-mediated learning success. Our research advances existing literature on CSF of technology-mediated learning success and provides a basis for guiding future empirical research to build robust technology-mediated learning theories. The model aims to satisfactorily explain and predict the interdependency of six CSFs of technology-mediated learning systems (course design, instructor, motivation, student-student dialogue, student-instructor dialogue, and self-regulated learning) and perceived learning outcomes.