From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue
Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students freq...
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Anadolu University, Faculty of Communication Sciences
2022
|
| Subjects: | |
| Online Access: | http://eprints.utm.my/98440/1/HassanAbuhassna2022_FromStudentsExperienceDoesELearning.pdf |
| _version_ | 1796866620840214528 |
|---|---|
| author | Abuhassna, Hassan H. Busalim, Abdelsalam Mamman, Babakura Yahaya, Noraffandy Megat Zakaria, Megat Aman Zahiri Al-Maatouk, Qusay Awae, Fareed |
| author_facet | Abuhassna, Hassan H. Busalim, Abdelsalam Mamman, Babakura Yahaya, Noraffandy Megat Zakaria, Megat Aman Zahiri Al-Maatouk, Qusay Awae, Fareed |
| author_sort | Abuhassna, Hassan |
| collection | ePrints |
| description | Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments. Objectives: This study aimed to presents common e-Learning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students’ autonomy, prior knowledge and experience, students-students dialogue, and students-instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above. Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software. Results and conclusion: Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students’ prior experience. Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions. |
| first_indexed | 2024-03-05T21:14:54Z |
| format | Article |
| id | utm.eprints-98440 |
| institution | Universiti Teknologi Malaysia - ePrints |
| language | English |
| last_indexed | 2024-03-05T21:14:54Z |
| publishDate | 2022 |
| publisher | Anadolu University, Faculty of Communication Sciences |
| record_format | dspace |
| spelling | utm.eprints-984402023-01-08T02:33:09Z http://eprints.utm.my/98440/ From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue Abuhassna, Hassan H. Busalim, Abdelsalam Mamman, Babakura Yahaya, Noraffandy Megat Zakaria, Megat Aman Zahiri Al-Maatouk, Qusay Awae, Fareed L Education (General) Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments. Objectives: This study aimed to presents common e-Learning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students’ autonomy, prior knowledge and experience, students-students dialogue, and students-instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above. Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software. Results and conclusion: Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students’ prior experience. Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions. Anadolu University, Faculty of Communication Sciences 2022-01 Article PeerReviewed application/pdf en http://eprints.utm.my/98440/1/HassanAbuhassna2022_FromStudentsExperienceDoesELearning.pdf Abuhassna, Hassan and H. Busalim, Abdelsalam and Mamman, Babakura and Yahaya, Noraffandy and Megat Zakaria, Megat Aman Zahiri and Al-Maatouk, Qusay and Awae, Fareed (2022) From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue. Contemporary Educational Technology, 14 (1). pp. 1-23. ISSN 1309-517X http://dx.doi.org/10.30935/cedtech/11386 DOI:10.30935/cedtech/11386 |
| spellingShingle | L Education (General) Abuhassna, Hassan H. Busalim, Abdelsalam Mamman, Babakura Yahaya, Noraffandy Megat Zakaria, Megat Aman Zahiri Al-Maatouk, Qusay Awae, Fareed From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue |
| title | From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue |
| title_full | From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue |
| title_fullStr | From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue |
| title_full_unstemmed | From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue |
| title_short | From student’s experience: does e-learning course structure influenced by learner’s prior experience, background knowledge, autonomy, and dialogue |
| title_sort | from student s experience does e learning course structure influenced by learner s prior experience background knowledge autonomy and dialogue |
| topic | L Education (General) |
| url | http://eprints.utm.my/98440/1/HassanAbuhassna2022_FromStudentsExperienceDoesELearning.pdf |
| work_keys_str_mv | AT abuhassnahassan fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue AT hbusalimabdelsalam fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue AT mammanbabakura fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue AT yahayanoraffandy fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue AT megatzakariamegatamanzahiri fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue AT almaatoukqusay fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue AT awaefareed fromstudentsexperiencedoeselearningcoursestructureinfluencedbylearnerspriorexperiencebackgroundknowledgeautonomyanddialogue |