Finding Determinants Affecting Distance Education Effectiveness in Terms of Learner Satisfaction and Application Achievement

2012 ◽  
pp. 213-232
Author(s):  
Jeong-Wook Kim ◽  
Kyung Hoon Yang ◽  
Kichan Nam ◽  
Sung Tae Kim
Keyword(s):  
Distance Education ◽  
Private Sector ◽  
Structural Equation ◽  
Traditional Education ◽  
Equation Model ◽  
Learner Satisfaction ◽  
Educational Effectiveness ◽  
Application Performance ◽  
Educational Environments ◽  
One Stop

Distance education has become an important method of extending education to populations that otherwise might be educationally neglected. Distance education in the private sector provides learners with more educational opportunities and widens the range of innovative services with a one-stop educational solution. With distance education, learners can undertake customized education on a more ubiquitous scale. Additionally, information technology allows both trainers and learners to work independently, free from the constraints of location. This study selected the determinants of educational effectiveness from previous literature regarding traditional educational environments, and empirically tested the authors’ hypotheses to examine factors that affected educational effectiveness in terms of learner satisfaction and application performance using a structural equation model. Results show that factors in traditional education are still significant in terms of application performance while certain factors in distance education affect learner satisfaction. The authors expect that this research can serve as a guideline for distance education in the private sector.

Finding Determinants Affecting Distance Education Effectiveness in Terms of Learner Satisfaction and Application Achievement

2010 ◽  
Vol 5 (2) ◽  
pp. 18-36 ◽  
Author(s):  
Jeong-Wook Kim ◽  
Kyung Hoon Yang ◽  
Kichan Nam ◽  
Sung Tae Kim
Keyword(s):  
Distance Education ◽  
Private Sector ◽  
Structural Equation ◽  
Traditional Education ◽  
Equation Model ◽  
Learner Satisfaction ◽  
Educational Effectiveness ◽  
Application Performance ◽  
Educational Environments ◽  
One Stop

Distance education has become an important method of extending education to populations that otherwise might be educationally neglected. Distance education in the private sector provides learners with more educational opportunities and widens the range of innovative services with a one-stop educational solution. With distance education, learners can undertake customized education on a more ubiquitous scale. Additionally, information technology allows both trainers and learners to work independently, free from the constraints of location. This study selected the determinants of educational effectiveness from previous literature regarding traditional educational environments, and empirically tested the authors’ hypotheses to examine factors that affected educational effectiveness in terms of learner satisfaction and application performance using a structural equation model. Results show that factors in traditional education are still significant in terms of application performance while certain factors in distance education affect learner satisfaction. The authors expect that this research can serve as a guideline for distance education in the private sector.

scholarly journals Assessment of University Students on Online Remote Learning during COVID-19 Pandemic in Korea: An Empirical Study

2021 ◽  
Vol 13 (19) ◽  
pp. 10821
Author(s):  
Ji-Hee Jung ◽  
Jae-Ik Shin
Keyword(s):  
Service Quality ◽  
University Students ◽  
Structural Equation ◽  
Information Quality ◽  
Equation Model ◽  
Learner Satisfaction ◽  
Quality Information ◽  
System Quality ◽  
Positive Effect ◽  
Remote Learning

The COVID-19 pandemic is affecting business, society, and education worldwide. In particular, it is an example of a non-face-to-face approach in commerce and education. As the pandemic has lasted for nearly two years in Korea, online remote learning has been held at universities for four semesters. There are learning management systems (LMSs) and real-time Zoom lectures for the types of online remote learning widely used at Korean universities, and students and professors are adapting with some difficulties due to the unfamiliar lecture environment. Assessment of students’ online remote learning is essential in reinforcing strengths and compensating for weaknesses. This study aimed to investigate the relationship between online remote learning quality (system quality, information quality, and service quality), flow, and learner satisfaction, and the implications are presented. A survey was conducted on 182 university students, and the structural equation model of AMOS 21.0 was used to analyze the research hypothesis. The results of the empirical analysis were as follows. First, system quality, information quality, and service quality had a positive effect on flow. Second, system quality, information quality, and service quality had a positive effect on learner satisfaction. Third, flow had a positive effect on learner satisfaction. It seems that online remote learning in university is becoming a new normal. In conclusion, the implications and limitations of this study are presented.

scholarly journals Evaluating Kpk – Bpkp Coordination and Supervision Join Program in Corruption Prevention in the Mining Sector (Kirkpatrick Model Approach)

2021 ◽  
Vol 12 (4) ◽  
pp. 1568-1582
Author(s):  
Iswan Elmi, Et. al.
Keyword(s):  
Program Implementation ◽  
Structural Equation ◽  
Mineral Resources ◽  
Equation Model ◽  
Provincial Government ◽  
Behavioral Changes ◽  
Mining Sector ◽  
One Stop ◽  
Kirkpatrick Model ◽  
Corruption Prevention

This study focuses on the corruption prevention strategy implemented by Korsupgah (Coordination and Supervision for Corruption Prevention) within the mining sector by giving emphasize on the process of reactions, learning, and behavioral changes in anti-corruption which aimed at reducing the corruption level as the result of the program. The research evaluates Korsupgah program by describing the importance of corruption prevention and measuring the effectivenss of Korsupgah Program (in the form of EPK Indices) in the mining sector reflected by anti-corruption behavioral changes of the mining actors. Herewith, the EPK indices are used as one of the criteria and indicator for corruption prevention program implementation. The study population consists of the Civil State Apparatus (ASN) in the provincial government units which are the Office of Environmental, Office of Energy and Mineral Resources (ESDM), Inspectorate, and Integrated One-Stop Service Center (Pelayanan Terpadu Satu Pintu abbreviated as PTSP) in Bangka Belitung, South Kalimantan, and South Sumatra, as well as Coordination and Supervision for Corruption Prevention (Korsupgah) Team in BPKP which in total amounting of 251 persons. The study employs a Structural Equation Model using SEM AMOS Ver. 24. The study concludes that: 1) The korsupgah capability positively and significantly affects case handling; 2) the program implementation positively and significantly affects case handling; and 3) the program implementation positively and significantly affects the capability. The study evaluates four stages of Kirkpatrick Model and confirms that: 1) Reaction: the study shows that mining actors’ response towards special purpose audit (Audit Tujuan Tertentu abbreviated as ATT) is adequate (prevention); 2) Learning: the study shows that learning process of Korsupgah Program (prevention) has been already in progress. 3) Behavior:  the study shows that the behavioral change to follow up on the finding result of ATT Korsupgah has been observed. 4) Result: the study shows that the Corruption Perception Index is still low, Public Complains and corruption cases in mineral and coal mining still exist.

The Effect of the Computer Anxiety Levels of Physical Education Teachers on Distance Education Competence: Structural Equation Model Analysis

2021 ◽  
Vol 11 (1) ◽  
pp. 112
Author(s):  
Hacer Ozge Baydar Arican
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Technology Use ◽  
Structural Equation ◽  
Computer Anxiety ◽  
Equation Model ◽  
Anxiety Scale ◽  
Physical Education Teachers ◽  
Anxiety Levels ◽  
The Individual

The aim of the present study was to examine the effects of the computer anxiety levels of physical education teachers on distance education competencies during the Covid-19 pandemic process with a structural equation model. The study group consisted of a total of 141 physical education teachers, 60 of whom were female (42.6%) and 81 male (57.4%), who worked in private or public schools in Ankara, and who were selected with the convenient sampling method. In the study, the Distance Education Competencies Scale of Physical Education Teachers”, “Computer Anxiety Scale” and the Individual Information Form were utilized as the measurement tool. The “Distance Education Competencies Scale of Physical Education Teachers” that consisted of two sub-dimensions of “Planning and Technology Use” and “Implementation and Evaluation” consisting of 18 items in a 5-point Likert structure. In addition, the “Computer Anxiety Scale” that consisted of 10 items, 5 positive and 5 negative, as well as the Individual Information Form, which was prepared by the researcher to collect data in the study. Frequency Analysis, Kolmogorov Smirnov Test, Independent Groups t-test and One-Way Analysis of Variance were used in the analysis of the data, regression and structural equation modeling were used to analyze the effects of computer anxiety on distance education competencies. Also, Cronbach’s Alpha Coefficients were obtained to determine the reliability levels of the scale and its sub-dimensions; and it was found that the reliability of the scale and its sub-dimensions was at a sufficient level. Analyzes were performed by using the SPSS 20.0 and Amos 16.00 Software at a 95% Confidence Interval level. When the study findings were evaluated, no significant differences were detected between computer anxiety levels and distance education competencies in different age groups, education levels and institution types. According to the gender variable, the computer anxiety levels of male teachers were found to be at significant levels higher than those of female teachers. When the comparisons according to the branches were examined, the computer anxiety levels differed at significant levels according to the branch types (p<0.05) and the sub-dimensions of the distance education competency scale did not differ at significant levels according to the branch types (p>0.05). When the other variables were examined, the sub-dimensions of the distance education competency scale differed at significant levels according to school levels and professional seniority years (p<0.05) and the computer anxiety scale scores did not differ at significant levels according to school levels and professional seniority years (p>0.05). According to the regression model that was created to determine the effects of computer anxiety levels on distance education qualifications, it was found that computer anxiety did not have any significant impacts on planning and technology use, implementation and evaluation sub-dimensions (p>0.05).

scholarly journals Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform – QoE Analysis

10.28945/2091 ◽  
2015 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Toni Malinovski ◽  
Tatjana Vasileva-Stojanovska ◽  
Dobri Jovevski ◽  
Marina Vasileva ◽  
Vladimir Trajkovik
Keyword(s):  
Distance Education ◽  
Adult Students ◽  
Learning Environments ◽  
Structural Equation ◽  
Equation Model ◽  
Learning Program ◽  
Student Centered ◽  
Subjective Perceptions ◽  
Teacher Student

Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing platform as Quality of Experience (QoE). Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM) illustrating relations among different variables that can predict positive levels of adult students’ QoE, thus providing guidelines for proper development. We have tested the model using a survey of 198 primary education school teachers involved in a videoconferencing-based learning program for teacher enhancement. Results show a good fit to the model developed. The analysis showed that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction and ease of participation, as well predicted by students’ motivation to attend similar trainings. Additionally, we found that variances in technical quality did not directly influence their QoE from the learning sessions.

Idiographic Dynamics of Positive Affect in GAD

2020 ◽  
Vol 36 (3) ◽  
pp. 500-509
Author(s):  
Hannah G. Bosley ◽  
Devon B. Sandel ◽  
Aaron J. Fisher
Keyword(s):  
Positive Affect ◽  
Structural Equation ◽  
Alternative Hypothesis ◽  
Equation Model ◽  
Aggregated Data ◽  
Regulatory Strategy ◽  
Constant State ◽  
Automatic Search ◽  
Time Lagged ◽  
Exploratory Procedure

Abstract. Generalized anxiety disorder (GAD) is associated with worry and emotion regulation difficulties. The contrast-avoidance model suggests that individuals with GAD use worry to regulate emotion: by worrying, they maintain a constant state of negative affect (NA), avoiding a feared sudden shift into NA. We tested an extension of this model to positive affect (PA). During a week-long ecological momentary assessment (EMA) period, 96 undergraduates with a GAD analog provided four daily measurements of worry, dampening (i.e., PA suppression), and PA. We hypothesized a time-lagged mediation relationship in which higher worry predicts later dampening, and dampening predicts subsequently lower PA. A lag-2 structural equation model was fit to the group-aggregated data and to each individual time-series to test this hypothesis. Although worry and PA were negatively correlated in 87 participants, our model was not supported at the nomothetic level. However, idiographically, our model was well-fit for about a third (38.5%) of participants. We then used automatic search as an idiographic exploratory procedure to detect other time-lagged relationships between these constructs. While 46 individuals exhibited some cross-lagged relationships, no clear pattern emerged across participants. An alternative hypothesis about the speed of the relationship between variables is discussed using contemporaneous correlations of worry, dampening, and PA. Findings suggest heterogeneity in the function of worry as a regulatory strategy, and the importance of temporal scale for detection of time-lagged effects.

Differential Item Functioning in Brief Instruments of Disordered Eating

2019 ◽  
Vol 35 (6) ◽  
pp. 823-833 ◽  
Author(s):  
Desiree Thielemann ◽  
Felicitas Richter ◽  
Bernd Strauss ◽  
Elmar Braehler ◽  
Uwe Altmann ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
Disordered Eating ◽  
Structural Equation ◽  
Young Female ◽  
Eating Attitudes ◽  
Equation Model ◽  
German Population ◽  
Test Fairness ◽  
Item Functioning ◽  
Multiple Indicator

Abstract. Most instruments for the assessment of disordered eating were developed and validated in young female samples. However, they are often used in heterogeneous general population samples. Therefore, brief instruments of disordered eating should assess the severity of disordered eating equally well between individuals with different gender, age, body mass index (BMI), and socioeconomic status (SES). Differential item functioning (DIF) of two brief instruments of disordered eating (SCOFF, Eating Attitudes Test [EAT-8]) was modeled in a representative sample of the German population ( N = 2,527) using a multigroup item response theory (IRT) and a multiple-indicator multiple-cause (MIMIC) structural equation model (SEM) approach. No DIF by age was found in both questionnaires. Three items of the EAT-8 showed DIF across gender, indicating that females are more likely to agree than males, given the same severity of disordered eating. One item of the EAT-8 revealed slight DIF by BMI. DIF with respect to the SCOFF seemed to be negligible. Both questionnaires are equally fair across people with different age and SES. The DIF by gender that we found with respect to the EAT-8 as screening instrument may be also reflected in the use of different cutoff values for men and women. In general, both brief instruments assessing disordered eating revealed their strengths and limitations concerning test fairness for different groups.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Forced Zero Cross-Loading Misspecifications in Measurement Component of Structural Equation Models

Methodology ◽  
2014 ◽  
Vol 10 (4) ◽  
pp. 138-152 ◽  
Author(s):  
Hsien-Yuan Hsu ◽  
Susan Troncoso Skidmore ◽  
Yan Li ◽  
Bruce Thompson
Keyword(s):  
Structural Equation ◽  
Structural Model ◽  
Structural Equation Models ◽  
Equation Model ◽  
Model Fit ◽  
Model Specification ◽  
Simulation Design ◽  
Measurement Models ◽  
Fit Statistics ◽  
Path Coefficients

The purpose of the present paper was to evaluate the effect of constraining near-zero parameter cross-loadings to zero in the measurement component of a structural equation model. A Monte Carlo 3 × 5 × 2 simulation design was conducted (i.e., sample sizes of 200, 600, and 1,000; parameter cross-loadings of 0.07, 0.10, 0.13, 0.16, and 0.19 misspecified to be zero; and parameter path coefficients in the structural model of either 0.50 or 0.70). Results indicated that factor pattern coefficients and factor covariances were overestimated in measurement models when near-zero parameter cross-loadings constrained to zero were higher than 0.13 in the population. Moreover, the path coefficients between factors were misestimated when the near-zero parameter cross-loadings constrained to zero were noteworthy. Our results add to the literature detailing the importance of testing individual model specification decisions, and not simply evaluating omnibus model fit statistics.

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