A brief examination of predictors of e-learning success for novice and expert learners

dc.creator	Emily Stark
dc.creator	Andrea Lassiter
dc.creator	Ashley Kuemper
dc.date	2013-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:19Z
dc.date.available	2015-07-20T22:10:19Z
dc.identifier	2073-7904
dc.identifier	https://doaj.org/article/e5a5610d687942c48ca2b89e102f8c8f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13535
dc.description	As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal of the current study is to determine the kinds of support needed to help lower-level and upper-level learners succeed in an e-learning environment. We assess several predictors of e-learning success and compare the relative effectiveness of these characteristics across novice and expert learners. Findings suggest that for lower-level students, access to technology predicted learner performance, whereas for upper-level students, motivation and self-discipline predicted learner performance. We discuss the implications of these results for e-learning instructors, instructional designers, and knowledge management practitioners.
dc.language	English
dc.publisher	Hong Kong Bao Long Accounting & Secretarial Limited
dc.relation	http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/265/187
dc.relation	https://doaj.org/toc/2073-7904
dc.rights	CC BY
dc.source	Knowledge Management & E-Learning : an International Journal, Vol 5, Iss 3, Pp 269-277 (2013)
dc.subject	Predictors of success
dc.subject	Online courses
dc.subject	e-Learning
dc.subject	Student level
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	A brief examination of predictors of e-learning success for novice and expert learners
dc.type	article