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Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments
ARTICLE

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Computers & Education Volume 60, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and interactive learning environments were all found to predict perceived self-regulation in e-learning environments. Further, perceived usefulness can be influenced by interactive learning environments, perceived self-efficacy, and perceived satisfaction. In addition, perceived satisfaction can be affected by interactive learning environments, perceived self-efficacy, and perceived anxiety. Finally, the study proposes a conceptual model to investigate learner self-regulation in e-learning environments.

Citation

Liaw, S.S. & Huang, H.M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.07.015

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