IS in Education, IS Curriculum & Teaching Cases (SIG ED)

Paper Type

Complete

Paper Number

1404

Description

The COVID-19 pandemic prompted universities to transition from face-to-face learning environments to e-learning without a clear understanding of its effectiveness. We created a research model using the presage, process, and product framework of learning to identify significant factors leading to students’ personal growth, development, and feelings of accomplishment. We collected data from the responses of university-level e-learning participants to test the model. The results emphasize the importance of student attitude to motivate interactive learning processes. Interactivity fosters students’ feelings of freedom and control over learning and increases engagement. As students experience greater engagement, learning outcomes are enhanced including comprehension of course concepts and a sense of development and accomplishment.

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Aug 9th, 12:00 AM

Fostering E-Learning Satisfaction during COVID: Do Interactivity and Engagement Help?

The COVID-19 pandemic prompted universities to transition from face-to-face learning environments to e-learning without a clear understanding of its effectiveness. We created a research model using the presage, process, and product framework of learning to identify significant factors leading to students’ personal growth, development, and feelings of accomplishment. We collected data from the responses of university-level e-learning participants to test the model. The results emphasize the importance of student attitude to motivate interactive learning processes. Interactivity fosters students’ feelings of freedom and control over learning and increases engagement. As students experience greater engagement, learning outcomes are enhanced including comprehension of course concepts and a sense of development and accomplishment.

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