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A Model of Information System Interventions for e-Learning: An Empirical Analysis of Information System Interventions in e-Learner Perceived Satisfaction

机译：电子学习信息系统干预模型：电子学习者感知满足的信息系统干预措施的实证分析

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摘要

Innovations in pedagogy and technology have lead to a new paradigm in teaching particularly in higher education. At the nexus of this new paradigm is blended learning and e-learning. Blended learning refers to combination of synchronous and asynchronous learning activities. While e-learning refers to learning system that utilize electronic means or information communication technology (ICT) to deliver information for education or training purposes. Though in infancy e-learning in India has garnered pace in last decade, introduction of SWAYAM portal for offering massive open online courses (MOOCs) has been an important initiative by Government of India in this direction. The present study conceptualizes various factors of e-Learner Satisfaction into one model. The data for study was collected from students of north Indian universities. A total of 266 responses were recorded out of which 25 responses were eliminated due to incomplete information. Final data analysis was conducted using 241 responses using structural equation modeling (SEM) (Amos 20). From the data, it was observed the constructs (predictors) namely Instructors Attitude, Learners Attitude, Course Quality, Technology Quality, Assessment Quality and Perceived ease of use explained 66.2% variance (adjusted R~2 = 66.2% and p < 0.05) in Perceived e-Learner Satisfaction.
机译：教育学和技术的创新导致了一个新的范例，特别是在高等教育中的教学。在这个新的范式的Nexus是混合学习和电子学习。混合学习是指同步和异步学习活动的组合。虽然电子学习是指利用电子手段或信息通信技术（ICT）的学习系统来提供教育或培训目的的信息。虽然在印度的婴儿潮气电子学习中，在过去十年中已经获得了步伐，但斯瓦马特门户网站提供了大规模开放的在线课程（Moocs）是印度政府在这方面的重要举措。本研究将e-learner满意度的各种因素概念化为一个模型。学习数据是从北印度大学的学生收集的。总共记录了266个响应，其中由于信息不完整而被淘汰了25个响应。使用结构方程建模（SEM）（AMOS 20）使用241响应进行最终数据分析。从数据中，它被观察到构建体（预测器）即教师态度，学习者态度，课程质量，技术质量，评估质量和感知的易用性66.2％的差异（调整R〜2 = 66.2％和P <0.05）感知电子学习者满意度。

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