Summary of article

What drives a successful e-Learning?

An empirical investigation of the critical factors influencing learner satisfaction

By

Pei-Chen Sun, Ray J. Tsai, Glenn Finger, Yueh-Yang Chen, Dowming Yeh

 

This research developed an integrated model from previous studies which identifies critical factors influencing e-learner satisfaction. It consist of thirteen factors in six dimensions as shown in figure 1. Results from this research indicated that seven out of thirteen factors cannot be neglected when implementing a successful e-learning environment. These are: learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments. These factors can serve as potential obstacles not to overlook when institutions want to develop and implement e-learning course.

Learner dimension
-Learner attitude toward computers
-Learner computer anxiety
-Learner Internet self-efficacy

Instructor dimension

-Instructor response timeliness
-Instructor attitude toward e-Learning

Course dimension
-E-Learning course flexibility
-E-Learning course quality

Technology dimension

-Technology quality
-Internet quality

 

Design dimension

-Perceived usefulness
-Perceived easy of use

Environmental dimension

-Diversity in assessment
-Learner perceived interaction with others  
Fig. 1. Dimensions and antecedents of perceived e-Learner satisfaction

 

If I apply these factors from the research in my context which is the medical institution of disadvantaged students of South Africa, I have many more critical factors to emphasis for students satisfaction. These are as follows: 

Learner dimension

·         Factors such as computer literacy and internet self-efficacy might be additional factors with computer anxiety, as majority of our students come from rural areas.

 Instructor dimension

·         Instructor’s attitude towards computer and network technology is very important as some of our lecturers prefer traditional teaching methods. 

Course dimension

·         Course flexibility of time, space, location, methods etc, as well as, course quality such as course design, teaching material, course schedule, discussion arrangements and multimedia presentation of course are strong factors of student satisfaction.

Technology dimension

·         Technology use in our institution faces many challenges such as frequent technical difficulties, poor internet quality and speed.

Design dimension

·         Usefulness of the e-learning program and easy use of it, definitely give higher learning satisfaction.

Environment dimension

·         Assessment in e-learning using diversity of assessments (which include formative assessment, self-assessment and/ or peer assessment) also give students’ satisfaction but the challenges in my institution is feasibility in terms of administrative tasks.

In conclusion, this research provides insights for institutions to strengthen their e-Learning implementation and further improve learner satisfaction.