The Dimensions of E-Learning Quality: From the Learner's Perspective
ARTICLE
Insung Jung
Educational Technology Research and Development Volume 59, Number 4, ISSN 1042-1629
Abstract
The present study was designed to identify the quality dimensions as perceived by adult learners who had taken one or more e-learning courses offered by higher education institutions in South Korea and to identify and confirm the structural features of these quality dimensions. The results of the exploratory factor analysis arising from a survey of 299 learners revealed that from their perspective, there were seven dimensions in evaluating the e-learning quality: "Interaction," "Staff Support," "Institutional Quality Assurance Mechanism," "Institutional Credibility," "Learner Support," "Information and Publicity" and "Learning Tasks." And the confirmatory factor analysis with responses obtained from another set of 496 adult learners confirmed a good fit of the seven-factor model to the observed data. While most of these seven dimensions are supported by previous studies, some dimensions, such as technology support, content and evaluation/assessment that e-learning providers had highlighted did not appear to be important for Korean adult learners. Possible explanations for these findings are discussed in relation to learner characteristics, e-learning design, and culture, and further research topics are suggested.
Citation
Jung, I. (2011). The Dimensions of E-Learning Quality: From the Learner's Perspective. Educational Technology Research and Development, 59(4), 445-464. Retrieved August 15, 2024 from https://www.learntechlib.org/p/50898/.
![](https://editlib-media.s3.amazonaws.com/sources/eric.png)
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Maturity Model for E-Learning Classroom, Bimodal and Virtual Courses in Higher Education: A Preliminary Study
Julia Espinoza-Guzmán, Instituto Tecnológico de Costa Rica, Cartago, Costa Rica; Marcela Zermeño, Tecnológico de Monterrey, Monterrey, Mexico
International Journal of Web-Based Learning and Teaching Technologies Vol. 12, No. 1 (January 2017) pp. 19–31
-
An elaborated model of student support to allow for gender considerations in Asian distance education
Insung Jung, International Christian University; Seongyoun Hong, Ajou University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
-
Evaluating distance learning: Quality indicators from a learner's perspective
Asimoula Valai, Denise Crawford & Kenneth Moore, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 547–557
-
Methods for the Masses - Learner-Centric Views of a Distance Study Reading Course on Empirical Education Research
Cornelia Eube, Sebastian Vogt & Karin Krey, FernUniversität in Hagen, Germany
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1274–1281
-
The role of e-tutors in the e-learning training paths: the experience of the Italian Revenue Agency
Cinzia Bianchino, Italian Revenue Agency, Italy; Giada Marinensi, Carlo Medaglia & Enrico Ruozzi, Università La Sapienza - Roma, Italy
Journal of e-Learning and Knowledge Society Vol. 8, No. 1 (Jan 30, 2012) pp. 23–31
-
Implementing Quality E-learning: Which Way for Higher Education Institutions in Kenya?
Rose Njoroge, Kenyatta University, Kenya; Francis Kibaru, University of Missouri - Columbia, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1707–1712
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.