Advancing a theoretical model for knowledge construction in e-learning (original) (raw)
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e-Learning involves very complicated processes. All processes in learning activities are designed to facilitate students to achieve the goals. Many factors influence the success of achieving those goals, such as learning style, motivation, knowledge ability, etc. In the conventional learning process, it's assumed that all factors are the same among students. However, this is not the case in the reality. Previous studies showed that the denial of those factors cause the unoptimal student's ability to learn. Hence, in order to improve the effectiveness of their learning process, those factors have to be facilitated. The result of our preliminary study indicates that the existence factors of inherent structure that reflect relationship among learning style, motivation and knowledge ability. In this paper, we propose an e-learning framework based on those factors.
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The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the elearning experience and the learning outcome. The perceived learning outcome was measured with whether the students perceived to learn more in e-learning vis-à-vis traditional learning context. The participants came from an undergraduate course at Tamk University of Applied Sciences in Tampere, Finland. The Biggs and Moore learning model indicates that the process variables (motivation and collaboration in this study) have a mediating role. It was found out in this study, however, that these process variables have a moderating role rather than mediating role.
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Over the past years, we have witnessed a fundamental economic transformation. Economists generally acknowledge that a profound shift has occurred in the role that knowledge and technology play in driving productivity and economic growth (Stiglitze, 1999 cited from Kozma, 2003), a phenomenon referred to as the “Knowledge economy.” These changes entail new skills, abilities, attitudes, and habits for employees in the knowledge economy and for citizens of the information society (Voogt and Pelgrum, 2003). Information communication technology, in the common contemporary rhetoric, (ICT) provides the tools needed by the knowledge economy and information society. These tools allow us to create, collect, store, and use this new knowledge and information. As ICT become an integral part of our work, places, schools, and homes, it is changing the way we live, work, play, communicate, and learn (Kozma, 2003). This explosive growth of ICT has made it a popular platform for providing a wide rang ...
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A proposal for a structural equations model of academic performance in e-learning
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In this work we present the advances of a research project whose main goal is the construction and empirical validation of a structural equations model (SEM) to explain the students’ academic performance in Administration distance degree careers of the Universidad de la Defensa Nacional (Argentina). We present the first stage results of the research corresponding to the literature review, the causal model general formulation and questionnaires selected to investigate the study variables. Learning in virtual environments is the main endogenous latent variable of the model, explained by previous knowledge, motivation, digital skills, self-regulation and interaction processes.
Knowledge Management & E-Learning: An International Journal, 2011
The main goal of this study is to explore the insights and views from knowledge management (KM) and E-learning (EL) research scholars through a face-to- face interview for determining the relationship between KM and EL as well as for adopting KM in an EL system. We conducted this study based on the review of existing concepts and frameworks of KM and EL available in the secondary sources of information, and the findings of the face-to-face interviews of 17 (Seventeen) KM and EL research scholars from all over the world. We selected the respondents from the participants of two international conferences held in Japan and Thailand in 2010. The interviews were conducted during the break of the conferences using a carefully structured, short and open ended questionnaire. The levels of understanding of KM and EL among the research scholars were varied. The results indicate that there are some common goals and significant overlaps between the two knowledge domains. They also delineate the ...
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Much remains unknown in the increasingly important field of e-learning in organizations. Drawing on a large-scale survey of employees (N = 557) who had opportunities to participate in voluntary e-learning activities, the factors influencing participation in e-learning are explored in this empirical paper. It is hypothesized that key variables derived from the theories of planned behaviour and instructional design – general-person characteristics, motivation to learn, general and task-specific self-efficacy, situational barriers and enablers, and instructional design characteristics – will predict participation in e-learning. Using structural equation modelling, we find statistical support for the overall theoretical model proposed. We discuss the implications for practice.