NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872749
Record Type: Journal
Publication Date: 2010-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0007-1013
The Impact of Individual Differences on E-Learning System Satisfaction: A Contingency Approach
Lu, Hsi-Peng; Chiou, Ming-Jen
British Journal of Educational Technology, v41 n2 p307-323 Mar 2010
This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e-learning. Five hundred and twenty-two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e-learning systems. The results of analysis of variance and structural equation modelling analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e-learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system satisfaction. The implications of these results for the management of e-learning systems are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A