6.2. Instructor dimension
Our findings corroborate those of Smeets, 2005, Piccoli et al., 2001 and Webster and Hackley, 1997. Instructors’ attitudes toward e-Learning have a significant effect on e-Learners’ satisfaction. Instructors play key roles in students’ learning processes in either traditional face-to-face teaching environments or in remote learning environments. The effects of learning activities and students’ satisfaction are influenced by instructors’ attitudes in handling learning activities. For example, a less enthusiastic instructor or one with a negative view of e-Learning education shall not expect to have students with high satisfaction or motivation. The effectiveness of e-Learning will be discounted according to the instructor’s attitude.
Since not every instructor is interested in teaching online, institutions should select instructors carefully. Teaching online differs from face-to-face education. Professional expertise should not be the sole criterion in selecting online instructors. Attitude toward using computer and network technology in delivering education and training will impact students’ attitudes and affect their performance. Although response timeliness from instructor did not prove to be statistically significant, no-response or unreasonable delays in responding to students’ requests definitely will not contribute to student success. In an e-Learning environment, students, especially those with part time or full time jobs, may be either too busy to watch response timeliness or are more considerate of instructors’ busy schedules. However, a timely response to students’ questions or requests is certainly beneficial to students.
6.2. Instructor dimension
Our findings corroborate those of Smeets, 2005, Piccoli et al., 2001 and Webster and Hackley, 1997. Instructors’ attitudes toward e-Learning have a significant effect on e-Learners’ satisfaction. Instructors play key roles in students’ learning processes in either traditional face-to-face teaching environments or in remote learning environments. The effects of learning activities and students’ satisfaction are influenced by instructors’ attitudes in handling learning activities. For example, a less enthusiastic instructor or one with a negative view of e-Learning education shall not expect to have students with high satisfaction or motivation. The effectiveness of e-Learning will be discounted according to the instructor’s attitude.
Since not every instructor is interested in teaching online, institutions should select instructors carefully. Teaching online differs from face-to-face education. Professional expertise should not be the sole criterion in selecting online instructors. Attitude toward using computer and network technology in delivering education and training will impact students’ attitudes and affect their performance. Although response timeliness from instructor did not prove to be statistically significant, no-response or unreasonable delays in responding to students’ requests definitely will not contribute to student success. In an e-Learning environment, students, especially those with part time or full time jobs, may be either too busy to watch response timeliness or are more considerate of instructors’ busy schedules. However, a timely response to students’ questions or requests is certainly beneficial to students.
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