Conclusions
This paper presented a model for evaluation of e-Learning success factors and its success metrics. Of particular interest were metrics that provide quantifiable data independent of students’ perception. The presented results involve iterations through the following stages of evaluation using Delone and McLean’s model: net benefit, use, user satisfaction, information quality, and service quality. Academic achievement and performance success factors compared traditional and online students, showing that online students showed lower taken-exam and passing rates. It was shown that while online students had lower passing rates in courses, one of the reasons for this may lie in the fact that the majority of them had never used the assigned learning materials. On the other hand, the passing rates and the frequency of usage of learning materials have shown that different types of courses may require a different pedagogical approach when presenting materials online. Similarly, the passing rates compared in three different areas, graphic design, information technology, and management, showed significant differences. It was shown increased length of time spent on using learning materials influenced the increase in passing rates, and that there is a statistically significant difference between the students who passed and did not pass the exam depending on the percentage of the used materials. A significant statistical difference was shown between success factors in user satisfaction, information quality, and service quality metrics. These parameters showed a significant relation between the usage of learning materials and students’ satisfaction with the interaction with their teachers.
Conclusions
This paper presented a model for evaluation of e-Learning success factors and its success metrics. Of particular interest were metrics that provide quantifiable data independent of students’ perception. The presented results involve iterations through the following stages of evaluation using Delone and McLean’s model: net benefit, use, user satisfaction, information quality, and service quality. Academic achievement and performance success factors compared traditional and online students, showing that online students showed lower taken-exam and passing rates. It was shown that while online students had lower passing rates in courses, one of the reasons for this may lie in the fact that the majority of them had never used the assigned learning materials. On the other hand, the passing rates and the frequency of usage of learning materials have shown that different types of courses may require a different pedagogical approach when presenting materials online. Similarly, the passing rates compared in three different areas, graphic design, information technology, and management, showed significant differences. It was shown increased length of time spent on using learning materials influenced the increase in passing rates, and that there is a statistically significant difference between the students who passed and did not pass the exam depending on the percentage of the used materials. A significant statistical difference was shown between success factors in user satisfaction, information quality, and service quality metrics. These parameters showed a significant relation between the usage of learning materials and students’ satisfaction with the interaction with their teachers.
การแปล กรุณารอสักครู่..
![](//thimg.ilovetranslation.com/pic/loading_3.gif?v=b9814dd30c1d7c59_8619)