Abstract
Learning management systems (LMS) research has been actively conducted over the past four decades. Since the late 1990s, a significant research stream has included reviewing and analyz-ing existing online readiness surveys. A substantial portion of the current research examined (1) the number of factors in e-learning readiness, (2) the number of items/indicators in each factor, and (3) empirically tested the relationships among predefined factors and indicators. This paper attempts to answer two following research questions. How has the online learning readiness (OLR) research stream changed over the past decades? Does our contemporary OLR research address relevant topics that can affect the current online learner's success? The current OLR empirical research studies have ignored the recent developments in empirical e-learning critical success factors research. Consequently, they failed to include crucial factors in e-learning systems research: self-regulated learning (SRL) and dialogues (student-student and student-instructor dialogues). OLR research has continuously used outdated self-directed learn-ing (SDL) as a critical construct. Theoretically, SRL is a better construct. The concept of OLR and the e-learning critical success factors model are two different re-search streams developed in the distance learning community. This paper expanded the do-main of e-learning readiness research to replace SDL with SRL and to add dialogues (stu-dent-student and student-instructor) variables into a new research domain. We present a dy-namic interaction model of e-learning readiness, SRL, and student-student dialogue to assess e-learning effectiveness. By integrating SRL and student-student dialogue, this study empiri-cally tested a model of the effectiveness of LMS. The research model is tested using Warp-PLS (version 8), which is the structural equation modeling (SEM)-based Partial Least Squares (PLS) methodology. It provided statistically significant evidence to suggest that students' readiness for e-learning significantly affected three areas: self-regulated learning (H1), learn-ing effectiveness (H2), and student-student dialogue (H3).
Recommended Citation
Eom, Sean, "Dynamic Interaction Model of E-learning and Readiness, Self-regulated Learning, and Student-Student Dialogue to Assess E-learning Effectiveness" (2023). MENACIS 2023. 18.
https://aisel.aisnet.org/menacis2023/18