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Effects of Gender, GPA, Computer Self-Efficacy, and Learning Motivation on the Collaborative E-Learning Participation
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, Tam Kang University, Taiwan ; , University of Maryland, United States ; , National Taiwan University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This empirical research employed a web-based learning platform called The VICAS System to investigate the relationships of subjects' participation in an e-learning discussion forum with a number of independent variables, including a subject's sex, GPA, computer self-efficacy, and learning motivation. Based upon a college sample of 126, the results of a regression analysis could surprise many researchers and educational practitioners. This is because the level of subjects' participation in the e-learning process could only be predicted by a student's academic performance, that is, his or her GPA. Other variables that were commonly regarded as important were all absent in the model.

Citation

Hsu, T., Wang, H.F. & Hong, M.C. (2003). Effects of Gender, GPA, Computer Self-Efficacy, and Learning Motivation on the Collaborative E-Learning Participation. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 241-248). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 17, 2019 from .

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Cited By

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  • Online Learning Self-Efficacy of Adult Learners

    Tzufang (Orchid) Huang, Wenzao Ursuline College of Languages, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1665–1669

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