Learning at Home vs. in the Classroom: Exploring Self-Directed E-Learning
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| Title: | Learning at Home vs. in the Classroom: Exploring Self-Directed E-Learning |
|---|---|
| Language: | English |
| Authors: | Wei Weng (ORCID |
| Source: | International Journal on Social and Education Sciences. 2026 8(2):165-179. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Independent Study, Electronic Learning, Educational Environment, Family Environment, Classroom Environment, Undergraduate Students, Public Colleges, Foreign Countries, Academic Achievement, Time Factors (Learning), Student Satisfaction, Context Effect, Student Attitudes, Information Science Education |
| Geographic Terms: | Japan |
| ISSN: | 2688-7061 |
| Abstract: | The rapid expansion of e-learning has sparked debate over whether learning environments, i.e. home versus classroom, affect academic outcomes when using digital materials. This study investigates the effectiveness of e-learning for undergraduate students by comparing two settings: (1) self-paced learning at home and (2) structured e-learning in a classroom. Participants were provided identical digital resources (lecture videos and a PDF textbook) and checked by engagement levels, learning outcomes, and satisfaction. Data were collected through surveys, online learning systems, and academic performance from over 500 students enrolled in an information science course as part of their general education requirements. Results reveal significant difference in learning time, with students in the classroom group spending less time than those in the home group. The classroom learning group also shows better degree of understanding, lower dropout rate, and higher level of satisfaction. The findings suggest that while e-learning can be equally effective in both contexts, the learning environment plays a crucial role in shaping student learning experiences. This study provides valuable insights for educators and institutions seeking to optimize e-learning instruction, particularly in the context of hybrid or fully online engineering courses. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505967 |
| Database: | ERIC |
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