Hi-cited e-learning research: based on users’ perspectives 植基於使用者觀點之高引用數位學習研究廖述盛Shu-Sheng Liaw

Outline Introduction and definition E-learning advantages Elements of developing effective e-learning Hi-cited e-learning research: based on users’

perspectives (from web of Science) Hi-cited e-learning research: based on medical

perspectives (from web of Science) Research examples Conclusions

Introduction

E-learning is one of the most promising applications of network and information technologies, and represents the most recent evolution of distance learning---a learning situation in which instructors and learners are separated by distance, time, or both.

Introduction

Indeed, during the past 20 years of Web and information technology development, e-learning systems have been widely used in higher education.

As the use of e-learning has increased, so has research into those factors affecting learners’ attitudes toward e-learning.

Introduction

Previous studies conducting under different task environments have suggested a variety of factors affecting learners’ attitudes toward e-learning that including Technology Acceptance Model (TAM) for investigating learner intention toward e-learning environments.

Definition

Essentially, E-learning is the use of telecommunication technology to deliver information or knowledge available to learners regardless of time restrictions or geographic proximity, and the learning environment is emerging as the new paradigm in education.

Definition

E-learning refers to any kinds of the use of electronic devices for learning purpose, including the delivery of content via electronic media such as computer network, audio (or video tape), satellite broadcast, interactive TV, and so on.

Thinking area

Why e-learning is so popular? Explain the definition of e-learning

E-learning effectiveness

Advantages of e-learning Elements of developing effective e-

learning

Advantages of e-learning

As learning has become more individualized, learner-centered, situated, collaborative, and ubiquitous; e-learning technology has become more personalized, user-centered, networked, ubiquitous, and durable.

E-learning’s characteristics fulfill the requirements for learning in a modern society and have created great demand for e-learning from business to institute of higher education.

Advantages of e-learning Learners have their own freedom to

decide when each lesson will be learned, learners reduce learning time constraints

on lecturers, learners have their own freedom to

express thoughts and to ask questions without limitations,

and learners have their own elections of accessibility of courses’ subject matters and related materials.

Advantages of e-learning Any time (participants can access the learning program

at any convenient time), any place (participants do not have to meet in person), asynchronous interaction (interactions can be more

succinct and to-the-point, discussion can stay more on-track, and people can get a chance to craft their responses) and synchronous interaction,

group collaboration (electronic messaging creates new opportunities for groups to work together by creating shared electronic conversations and discussions),

and new educational approaches (online courses have allowed for the economic feasibility to many new options and learning strategies).

Elements of developing effective e-learning useful learning environments (such as

interactive learning environments), positive learning attitudes (such as

perceived satisfaction and usefulness), effective learning activities (such as

perceived self-regulation), and individual learning characteristics (such

as perceived self-efficacy and anxiety).

Thinking area

Explain the advantages of e-learning. Explain factors of developing effective e-

learning systems.

Hi-cited e-learning research: based on users’ perspectives Web of Science標題 =(e-learning) 時間範圍 =所有年份 . 資料庫 =SCI-EXPA

NDED, SSCI. 結果數 :1723 April 26, 2013

Top 15 cited e-learning papers標題 作者 出處 引用次數

The impact of e-learning in medical education

Ruiz, JG; Mintzer, MJ; Leipzig, RM

ACADEMIC MEDICINE, 81(3), 2006

202

Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies

Ong, CS; Lai, JY; Wang, YS

INFORMATION & MANAGEMENT, 41(6), 2004

110

What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

Sun, Pei-Chen; Tsai, Ray J.; Finger, Glenn; 等 .

COMPUTERS & EDUCATION, 50(4), 2008

108

Understanding e-learning continuance intention: An extension of the Technology Acceptance Model

Roca, JC; Chiu, CM; Martinez, FJ

INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES, 64(8), 2006

94

The influence of system characteristics on e-learning use

Pituch, Keenan A.; Lee, Yao-kuei

COMPUTERS & EDUCATION, 47(2), 2006

88

Gender differences in perceptions and relationships among dominants of e-learning acceptance

Ong, CS; Lai, JY

COMPUTERS IN HUMAN BEHAVIOR, 22(5), 2006

81

Surveying instructor and learner attitudes toward e-learning

Liaw, Shu-Sheng; Huang, Hsiu-Mel; Chen, Gwo-Dong

COMPUTERS & EDUCATION, 49(4), 2007

73

Critical success factors for e-learning acceptance: Confirmatory factor models

Selim, Hassan M.

COMPUTERS & EDUCATION, 49(2), 2007

57

Usability, quality, value and e-learning continuance decisions

Chiu, CM; Hsu, MH; Sun, SY; 等

COMPUTERS & EDUCATION, 45(4), 2005

55

Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system

Liaw, Shu-Sheng

COMPUTERS & EDUCATION, 51(2), 2008

52

Hi-cited e-learning research: based on medical perspectives Web of Science標題 =(e-learning) 主題 =(medical)時間範圍 =2000-2013. 資料庫 =SCI-EXPA

NDED, SSCI. 結果數 :160 May 5, 2013

Top 10 cited medical e-learning papers標題 作者 出處 引用次

數The impact of e-learning in medical education

Ruiz, JG; Mintzer, MJ; Leipzig, RM

ACADEMIC MEDICINE, 81(3), 2006

203

Effective e-learning for health professionals and students - barriers and their solutions. A systematic review of the literature - findings from the

HeXL project

Childs, S; Blenkinsopp, E; Hall, A; 等 .

HEALTH INFORMATION AND LIBRARIES JOURNAL, 22(2), 2005

53

AMEE Guide 32: e-Learning in medical education - Part 1: Learning, teaching and assessment

Ellaway, Rachel; Masters, Ken

MEDICAL TEACHER, 30(5), 2008

44

The failure of e-learning research to inform educational practice, and what we can do about it

Cook, David A.

MEDICAL TEACHER, 31(2), 2009

34

A review of e-learning practices for undergraduate medical education

Lau, F; Bates, J JOURNAL OF MEDICAL SYSTEMS, 28(1), 2004

31

Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs

Levinson, Anthony J.; Weaver, Bruce; Garside, Sarah; 等 .

MEDICAL EDUCATION, 41(5), 2007

29

Integration of e-learning technologies in an interprofessional health science course

Carbonaro, Mike; King, Sharla; Taylor, Elizabeth; 等 .

MEDICAL TEACHER, 30(1), 2008

27

Surgical e-learning: validation of multimedia web-based lectures

Ridgway, Paul F.; Sheikh, Athar; Sweeney, Karl J.; 等

MEDICAL EDUCATION, 41(2), 2007

23

Experiences with different integration strategies of case-based e-learning

Hege, Inge; Ropp, Veronica; Adler, Martin; 等 .

MEDICAL TEACHER, 29(8), 2007

21

How to successfully implement E-learning for both students and teachers

Gotthardt, M; Siegert, MJ; Schlieck, A; 等 .

ACADEMIC RADIOLOGY, 13(3), 2006

20

Thinking area

Why understanding users attitudes is critical?

How to develop an e-learning research?

The impact of e-learning in medical Education E-learning is the use of Internet

technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives.

E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship.

Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners’ interactions with others (collaborative learning), and transforming the role of the teacher.

The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning.

Factors affecting engineers’ acceptance of asynchronouse-learning systems in high-tech companies Although user acceptance received fairly

extensive attention in prior research, efforts were needed to examine or validate previous results, especially in different technologies, user populations, and/or organizational contexts.

We therefore proposed a new construct, perceived credibility, to examine the applicability of the technology acceptance model (TAM) in explaining engineers’ decisions to accept e-learning, and address a pragmatic technology management issue.

Based on a sample of 140 engineers taken from six international companies, the results strongly support the extended TAM in predicting engineers’ intention to use e-learning.

What drives a successful e-Learning? An empirical investigation of the critical factors

influencing learner satisfaction This study developed an integrated model with

six dimensions: learners, instructors, courses, technology, design, and environment.

A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning.

The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction.

The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.

Understanding e-learning continuance intention:An extension of the Technology Acceptance Model

This study proposes a decomposed technology acceptance model in the context of an e-learning service. In the proposed model, the perceived performance component is decomposed into perceived quality and perceived usability.

A sample of 172 respondents took part in this study. The results suggest that users’ continuance intention is determined by satisfaction, which in turn is jointly determined by perceived usefulness, information quality, confirmation, service quality, system quality, perceived ease of use and cognitive absorption.

The influence of system characteristics on e-learning use The benefits of an e-learning system will

not be maximized unless learners use the system.

This study proposed and tested alternative models that seek to explain student intention to use an e-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method.

The models integrated determinants from the well-established technology acceptance model as well as system and participant characteristics cited in the research literature.

Following a demonstration and use phase of the e-learning system, data were collected from 259 college students.

Structural equation modeling provided better support for a model that hypothesized stronger effects of system characteristics on e-learning system use.

Surveying instructor and learner attitudes toward e-learning The trend of using e-learning as a learning and/or

teaching tool is now rapidly expanding into education.

Although e-learning environments are popular, there is minimal research on instructors’ and learners’ attitudes toward these kinds of learning environments.

The purpose of this study is to explore instructors’ and learners’ attitudes toward e-learning usage.

Accordingly, 30 instructors and 168 college students are asked to answer two different questionnaires for investigating their perceptions.

After statistical analysis, the results demonstrate that instructors have very positive perceptions toward using e-learning as a teaching assisted tool.

Furthermore, behavioral intention to use e-learning is influenced by perceived usefulness and self-efficacy.

Regarding to learners’ attitudes, self-paced, teacher-led, and multimedia instruction are major factors to affect learners’ attitudes toward e-learning as an effective learning tool.

Thinking area

Explain Technology Acceptance Model (TAM).

How to enhance users’ satisfaction? How to encourage users to use e-learning

systems more?

Conclusions How to get hi-cited? : Investigating users’ attitudes toward e-learning

systems. Understanding e-learning systems’ functions and

effectiveness for medical education. Developing more well-structured research

models Applying educational or psychological theories in

e-learning Experimental study and questionnaire survey.

Thank you