E-learning inputs,processes,and outcomes: Theoretical development and empirical investigations.

详细信息   

• 作者：Wan ; Zeying.
• 学历：Doctor
• 年：2010
• 关键词：e-learning ; e-learning framework ; social cognitive
• 毕业院校：The University of Western Ontario
• ISBN：9780494735497
• CBH：NR73549
• Country：Canada
• 语种：English
• FileSize：8876454
• Pages：229

文摘

E-learning, defined as a virtual learning environment in which learners interactions with learning materials, peers and/or instructors are mediated through information technologies, has become the fastest-growing form of education. Investment in e-learning technologies has been increasing substantially in both educational institutions and business enterprises. However, extensive investment does not necessarily lead to positive financial results or learning outcomes. Learners play the central role in any learning context. To help educational institutions and business enterprises leverage e-learning technologies, in this thesis I focus on learners by exploring the factors that may influence their e-learning outcomes. The thesis addresses the general question: how can learners learn effectively in e-learning? To examine this question my research explores the individual, procedural, and contextual barriers of e-learning and mechanisms for overcoming these barriers in order to achieve superior learning outcomes. This thesis consists of three independent but interrelated studies: one theoretical paper and two empirical studies. Study One, the theoretical paper, provides an integrated framework that identifies research gaps in the current e-learning literature. The two empirical studies Study Two and Study Three) use social cognitive theory to investigate the influence of a number of individual and contextual factors that influence learners e-learning processes which, in turn, affect learning outcomes. Study Two is conducted in a university setting. It identifies and distinguishes the effects of different types of experience with information and communication technologies ICTs) on virtual competence and consequently on learning outcomes, thus contributing to the understanding of individual characteristics in the context of e-learning, Study Three is conducted in an organizational training setting. It proposes that the use of two types of self-regulated learning strategies, i.e., self-learning strategy and social-learning strategy, affects e-learning outcomes differently. Further, the choice of self-regulated learning strategies is influenced by learners virtual competence, goal orientation, the intellectual demands of their jobs, and the perceived cooperative norms in workplaces. Educational institutions and organizations all invest heavily in e-learning technologies. Improving learning outcomes is the fundamental way to gain a return from this sizable investment. As an integrated whole, the thesis addresses a number of crucial issues in the literature that pertain to an individuals learning outcomes, advancing the knowledge of current e-learning research and practice.