Trainee reactions to learner control: an important link in the e-learning equation

2010 ◽  
Vol 14 (3) ◽  
pp. 198-208 ◽  
Author(s):  
Sandra L. Fisher ◽  
Michael E. Wasserman ◽  
Karin A. Orvis
Keyword(s):  
Learner Control ◽  
Important Link ◽  
E Learning ◽  
Trainee Reactions

scholarly journals Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

2016 ◽  
Author(s):  
Min Zhang ◽  
Shuaijun Yin ◽  
Meifen Luo ◽  
Weiwei Yan
Keyword(s):  
Technology Acceptance ◽  
Self Efficacy ◽  
Learner Control ◽  
Positive Influence ◽  
Research Field ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
User Characteristics ◽  
E Learning

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners’ MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by incorporating perceived learner control, e-learning self-efficacy, and personal innovativeness in information technology (PIIT) into the original technology acceptance model (TAM). With the empirical data from 214 MOOC learners, the effects of perceived learner control on perceived usefulness and perceived ease of use are confirmed. E-Learning self-efficacy is found to have positive influence on perceived learner control and ease of use. While the effect of PIIT on perceived learner control is not supported, PIIT influences learners’ perception of usefulness and ease of use. Furthermore, a comparison between foreign and native MOOC platforms shows the former should emphasize ease of use more, and the latter should emphasize usefulness more, to enhance their attractiveness.

The relationship between system-provided learner control and maintained situational interest within e-learning courses

2018 ◽  
Vol 15 (3) ◽  
pp. 205-219 ◽  
Author(s):  
Christopher Lange
Keyword(s):  
Positive Relationship ◽  
Online Courses ◽  
Learner Control ◽  
Situational Interest ◽  
Learning Needs ◽  
Content Type ◽  
Content Selection ◽  
E Learning ◽  
Survey Responses ◽  
The Relationship

Purpose Due to the autonomous nature of e-learning, learner control options should be provided to allow students to be more selective of content based on learning needs. Maintaining students’ situational interest should also be a goal in e-learning, as research shows that doing so leads to a greater chance of success. The purpose of this paper is to investigate the relationship between learner control and maintained situational interest in hopes of promoting better engagement through content selection based on learning needs. Design/methodology/approach This study analyzed survey responses from university students (n = 2,173) participating in a variety of massive online courses in South Korea to investigate the correlation between system-provided learner control and maintained situational interest. Additionally, the correlation between learner control and maintained situational interest was examined among demographic subsets including gender, age and grade level. Findings Results show a positive relationship between learner control and maintained situational interest, as well as a positive relationship between learner control and maintained situational interest among each demographic subset. Originality/value These results add to the current literature by promoting a practical way of maintaining students’ situational interest by providing them with the ability to control aspects of their own learning processes.

scholarly journals How Do Learners Interact with E-learning? Examining Patterns of Learner Control Behaviors

2017 ◽  
Vol 9 (2) ◽  
pp. 75-98 ◽  
Author(s):  
Sandra Fisher ◽  
◽  
Garett Howardson ◽  
Michael Wasserman ◽  
Karin Orvis ◽  
...  
Keyword(s):  
Learner Control ◽  
E Learning

A Pragmatic Framework for Promoting Interactivity in E-Learning

2011 ◽  
pp. 135-149
Author(s):  
Haomin Wang
Keyword(s):  
Information Processing ◽  
Learner Control ◽  
Cognitive Engagement ◽  
Learning Activities ◽  
System Control ◽  
Learning Materials ◽  
Versus System ◽  
Control Versus ◽  
E Learning ◽  
Information Processing Perspective

As e-learning keeps growing, an increasing amount of learning activities can be expected to take place through interactivity between learner and e-learning materials. To better understand the processes and qualities of interactivity in e-learning, the chapter proposes a framework for analyzing and promoting interactivity from an information processing perspective. The framework consists of the dimensions of accessibility, information attributes of multimedia, learner control versus system control, hypermedia navigation, and cognitive engagement.

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