Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction.
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| Title: | Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction. |
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| Authors: | Bervell, Brandford1,2 b.bervell@ucc.edu.gh, Umar, Irfan Naufal1, Kamilin, Muhammad Hafiz3 |
| Source: | Open Learning. Nov2020, Vol. 35 Issue 3, p236-259. 24p. |
| Subject Terms: | *Learning management system, *Online education, *Teacher-student relationships, *Invitational education, Questionnaires |
| Abstract: | Satisfaction with the use of Learning Management Systems (LMSs) to support online learning has been a concern for institutions. However, several factors such as personal innovativeness, student-material interaction, student-student interaction and student-teacher interaction have been suggested as enablers of satisfaction in online learning environments. What is missing in the literature is determining how these enablers intricately relate to each other in order to understand the effect of their non-linear interactions towards satisfaction in online learning. In view of this, questionnaire-based data was collected from 322 respondents selected through random cluster sampling. Statistical analysis was then conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results from the Model for Online Learning Satisfaction (MOLS) revealed that complex non-linear relationships exist among these variables, such that student-teacher interaction determines student-student interaction whereas personal innovativeness influences student-material interaction. Additionally, student-material interaction influences the extent to which student-teacher interactions as well as student-student interactions occur. The study suggested that all these factors are to be considered carefully and planned out, as they are somewhat interrelated in their effectiveness towards satisfaction in online learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 146466372 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bervell%2C+Brandford%22">Bervell, Brandford</searchLink><relatesTo>1,2</relatesTo><i> b.bervell@ucc.edu.gh</i><br /><searchLink fieldCode="AR" term="%22Umar%2C+Irfan+Naufal%22">Umar, Irfan Naufal</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kamilin%2C+Muhammad+Hafiz%22">Kamilin, Muhammad Hafiz</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Open+Learning%22">Open Learning</searchLink>. Nov2020, Vol. 35 Issue 3, p236-259. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Invitational+education%22">Invitational education</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Satisfaction with the use of Learning Management Systems (LMSs) to support online learning has been a concern for institutions. However, several factors such as personal innovativeness, student-material interaction, student-student interaction and student-teacher interaction have been suggested as enablers of satisfaction in online learning environments. What is missing in the literature is determining how these enablers intricately relate to each other in order to understand the effect of their non-linear interactions towards satisfaction in online learning. In view of this, questionnaire-based data was collected from 322 respondents selected through random cluster sampling. Statistical analysis was then conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results from the Model for Online Learning Satisfaction (MOLS) revealed that complex non-linear relationships exist among these variables, such that student-teacher interaction determines student-student interaction whereas personal innovativeness influences student-material interaction. Additionally, student-material interaction influences the extent to which student-teacher interactions as well as student-student interactions occur. The study suggested that all these factors are to be considered carefully and planned out, as they are somewhat interrelated in their effectiveness towards satisfaction in online learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02680513.2019.1662776 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 236 Subjects: – SubjectFull: Learning management system Type: general – SubjectFull: Online education Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Invitational education Type: general – SubjectFull: Questionnaires Type: general Titles: – TitleFull: Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bervell, Brandford – PersonEntity: Name: NameFull: Umar, Irfan Naufal – PersonEntity: Name: NameFull: Kamilin, Muhammad Hafiz IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 02680513 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Open Learning Type: main |
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