The Effects of Time Management Strategy on Study Satisfaction in e－Learning ：The Mediating Effects of Learning Control

2019 ◽  
Vol 17 (2) ◽  
pp. 17-35
Author(s):  
Yu－Jeong Hwang
Keyword(s):  
Time Management ◽  
Management Strategy ◽  
Learning Control ◽  
Mediating Effects ◽  
E Learning

scholarly journals Validation of a TAM Extension in Agriculture: Exploring the Determinants of Acceptance of an e-Learning Platform

2021 ◽  
Vol 11 (10) ◽  
pp. 4672
Author(s):  
Ivonne Angelica Castiblanco Jimenez ◽  
Laura Cristina Cepeda García ◽  
Federica Marcolin ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Agricultural Sector ◽  
Geographical Location ◽  
Ease Of Use ◽  
Content Quality ◽  
Learning Platform ◽  
Primary Determinant ◽  
E Learning ◽  
Acceptance Model

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

scholarly journals Development of ontology-based model to support learning process in LMS

2021 ◽  
Vol 24 (1) ◽  
pp. 507
Author(s):  
Hussein Ali Ahmed Ghanim ◽  
László Kovács
Keyword(s):  
Learning Process ◽  
Time Management ◽  
Application Programming Interface ◽  
Domain Ontology ◽  
Actual Process ◽  
Process Ontology ◽  
Support Mechanism ◽  
Ontology Language ◽  
Ontology Model ◽  
E Learning

<p>E-Learning is an important support mechanism for educational systems to increase the efficiency of the education process including students and teachers. The current e-learning systems typically lack the level of metacognitive awareness, adaptive tutoring, and time management skills and have not always met the expectations of the learners as required. In this study, we introduce a novel ontological model for the learning process in the e-learning domain. In the framework, we have built a domain ontology that represents knowledge of the learning, the outcome domain ontology covers the whole learning process. We focused on the learning process ontology model conceptualizing knowledge constructions, such as learning courses, and we present the created course and learning process ontology in detail. In this work, we considered three layers of learning process. The top layer defines a general framework of learning process, conceptual model layer, defines the framework of the actual process of the learning process and course ontology model contains the knowledge unit of the learning process. The prototype ontology is constructed in protégé and managed by Java web ontology language-application programming interface (OWL-API). As a result, our model can solve the problems of current e-tutor systems. Also, it can be used for different domain in e-tutor systems. It can reach the characteristics of standardization, reusability, flexibility, and open knowledge. By applying this model, we can avoid applying isolated databases. The constructed ontology can be used in the future to control adaptive intelligent e-tutor frameworks.</p>

Motivational Factors of the Usage of Web 2.0 Tools for E-Learning in Business

2021 ◽  
pp. 231-249
Author(s):  
Cosmin Malureanu ◽  
Adriana Malureanu ◽  
Gabriel Lazar
Keyword(s):  
Web 2.0 ◽  
Time Management ◽  
Multiple Linear Regression Model ◽  
Motivational Factors ◽  
Subjective Character ◽  
Web 2.0 Tools ◽  
Team Members ◽  
Web Tools ◽  
Depth Analysis ◽  
E Learning

The reasons for introducing Web 2.0 tools into the business area are multiple, from efficiency to better time management. The provision of online services by companies develops the computer skills of team members, and the materials provided through Web tools 2.0 can be accessed by a larger number of end users and their quality can be permanently evaluated. This chapter proposes to investigate the motivational factors of the usage of Web tools 2.0 by companies' team members. In particular, the research is focused on e-learning based on Web 2.0 tools for training sessions organized by companies in Romania. The in-depth analysis revealed that this generally positive perception of using the e-learning course is founded on a series of objective aspects, identified in a multiple linear regression model, ranging from the perception of the benefit of professional development to the subjective character given by user experience (UX).

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

scholarly journals Busy Doing What? An Effective Time Management Strategy for Writers on the Go

2017 ◽  
Vol 63 (12) ◽  
pp. 1910-1911
Author(s):  
Jessica M Colón-Franco ◽  
Nichole Korpi-Steiner
Keyword(s):  
Time Management ◽  
Management Strategy ◽  
Effective Time

scholarly journals The Latent of Student Learning Analytic with K-mean Clustering for Student Behaviour Classification

2018 ◽  
Vol 4 (2) ◽  
pp. 156
Author(s):  
Andi Besse Firdausiah Mansur ◽  
Norazah Yusof
Keyword(s):  
Student Performance ◽  
Time Management ◽  
Student Behavior ◽  
Learning System ◽  
Cluster Number ◽  
Data Set ◽  
Research Areas ◽  
Great Achievement ◽  
Future Data ◽  
E Learning

Since the booming of “big data” or “data analytic” topics, it has drawn attention toward several research areas such as: student behavior classification, video surveillance, automatic navigation and etc. This paper present k-mean clustering technique to monitor and assess the student performance and behavior as well as give improvement toward e-learning system in the future. Data set of student performance along with teacher attributes are collected then analyzed, it was filtered into 6 attributes of teacher that may potentially affect the student performance. Afterwards, k-mean clustering applied into the filtered data set to generate particular cluster number. The result reveal that Teacher1 statistically hold the highest density (0.27) and teachers with good speech/lectures tend to have strong correlation with another factor such as: commitment of teacher on preparing lecture material and time management utilization. If this synergy between teacher and student running flawlessly, it will be great achievement for e-learning system to the society.

scholarly journals A Reflection on Teachers' Experience as E-Learners

2009 ◽  
pp. 56-84 ◽  
Author(s):  
Tony Cunningham ◽  
Claire McDonnell ◽  
Barry McIntyre ◽  
Theresa McKenna
Keyword(s):  
Online Learning ◽  
Lived Experience ◽  
Time Management ◽  
Online Courses ◽  
Online Collaboration ◽  
Student Perspective ◽  
Online Learners ◽  
Effective Learning ◽  
E Learning ◽  
Scaffolding Learning

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.

Sign in / Sign up

Export Citation Format

Share Document