Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/6698
Title: Comparing e-Learning tools’ success : the case of instructor–student interactive vs. self-paced tools
Authors: Hsieh, JJPA
Cho, WSV 
Keywords: E-Learning tool
IS success model
Multi-group comparison
Media richness
Issue Date: Nov-2011
Publisher: Elsevier
Source: Computer & education, Nov. 2011, v. 57, no. 3, p. 2025-2038 How to cite?
Journal: Computer & education 
Abstract: e-Learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor–student interactive (ISI) e-Learning tools. Although both types of tools represent promising solutions to facilitate the learning process, it is important to theoretically identify a framework to evaluate the success of these tools and assess whether one type of tool is more effective than another. Toward this end, we (1) propose a model to evaluate e-Learning tools’ success by extending and contextualizing Seddon’s information systems (IS) success model for the e-Learning environment and (2) formulate four hypotheses to predict the differences in the success factors between SP and ISI tools.We test the model and hypotheses using data from 783 students across seven higher education institutions in Hong Kong. The results support the proposed e-Learning tool success model and three of the four hypotheses. ISI tools outperform SP tools in terms of system quality, perceived usefulness, satisfaction, and learning outcome.
URI: http://hdl.handle.net/10397/6698
ISSN: 0360-1315
DOI: 10.1016/j.compedu.2011.05.002
Rights: © 2011 Elsevier Ltd. All rights reserved.
NOTICE: this is the author’s version of a work that was accepted for publication in Computers & Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers & Education, vol. 57, no. 3 (Nov 2011), DOI: 10.1016/j.compedu.2011.05.002
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