Determining Factors of Students' Perceived Usefulness of E-Learning in Higher Education

Autor/inn/en	Aristovnik, Aleksander; Keržic, Damijana; Tomaževic, Nina; Umek, Lan
Titel	Determining Factors of Students' Perceived Usefulness of E-Learning in Higher Education
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Student Attitudes; Electronic Learning; Influences; Online Courses; Student Surveys; Public Administration Education; Regression (Statistics); Predictor Variables; Blended Learning; Undergraduate Students; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Online course; Online-Kurs; Schülerbefragung; Regression; Regressionsanalyse; Prädiktor; Slowenien
Abstract	Blended learning is already a strongly established way of teaching in higher education. In support of face-to-face teaching, e-courses may vary in structure, assignments, prompt examinations, interaction between students and teachers etc. In the paper, we present an analysis of factors that influence the usefulness of e-courses as perceived by students. A survey was conducted among students of the public administration programme at the Faculty of Public Administration, University of Ljubljana. Students evaluated 13 different aspects of e-courses in which they were enrolled. These aspects were assessed on a 7-point opinion scale. Results obtained in the survey were connected with certain demographic data, such as gender, high school final grade, year of study, study programme etc. A multiple linear regression was used with perceived usefulness as the response (dependent) variable and the 12 other e-course aspects as predictors (independent) variables. Further, the same regression analysis was performed on different subgroups of students based on demographical data and analysed where the impacts differ from the results for the whole sample. The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teacher's responsiveness had a significant influence on the students' perception of the usefulness. On the other hand, the structure of an e-course and the variety of different assignments did not have a significant impact on perceived usefulness. Further analysis based on demographic data revealed several interesting subgroups of students where the perception of usefulness was influenced by completely different aspects compared to the results for the whole sample. The results may help teachers with managing the content and structure of an e-course and, as assumed, improve the perceived usefulness of blended learning for different subgroups of students. [For full proceedings, see ED571430.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01