Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

Autor/inn/en	Liaw, Shu-Sheng; Huang, Hsiu-Mei
Titel	Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments
Quelle	In: Computers & Education, 60 (2013) 1, S.14-24 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.07.015
Schlagwörter	Self Efficacy; Distance Education; Usability; Use Studies; Questionnaires; College Students; Student Attitudes; Self Management; Satisfaction; Anxiety; Interaction; Computer Assisted Instruction; Electronic Learning; College Instruction; Instructional Effectiveness; Statistical Analysis; Predictor Variables; Student Surveys + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Distance study; Distance learning; Fernunterricht; Benutzerschulung; Fragebogen; Collegestudent; Schülerverhalten; Selbstmanagement; Zufriedenheit; Angst; Interaktion; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Unterrichtserfolg; Statistische Analyse; Prädiktor; Schülerbefragung
Abstract	The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and interactive learning environments were all found to predict perceived self-regulation in e-learning environments. Further, perceived usefulness can be influenced by interactive learning environments, perceived self-efficacy, and perceived satisfaction. In addition, perceived satisfaction can be affected by interactive learning environments, perceived self-efficacy, and perceived anxiety. Finally, the study proposes a conceptual model to investigate learner self-regulation in e-learning environments. (Contains 3 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10