The problem of statistical power in MIS research
MIS Quarterly
Critical success factors for on-line course resources
Computers & Education
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Information Systems Research
Critical success factors for e-learning acceptance: Confirmatory factor models
Computers & Education
Surveying instructor and learner attitudes toward e-learning
Computers & Education
International Journal of Human-Computer Studies
Expert Systems with Applications: An International Journal
Learners' acceptance of e-learning in South Korea: Theories and results
Computers & Education
Engaging Group E-Learning in Virtual Worlds
Journal of Management Information Systems
Motivation in online learning: Testing a model of self-determination theory
Computers in Human Behavior
Online Education and Adult Learning: New Frontiers for Teaching Practices
Online Education and Adult Learning: New Frontiers for Teaching Practices
Evaluation of e-learning systems based on fuzzy clustering models and statistical tools
Expert Systems with Applications: An International Journal
An eclectic model for assessing e-learning readiness in the Iranian universities
Computers & Education
Validating E-learning factors affecting training effectiveness
International Journal of Information Management: The Journal for Information Professionals
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Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable's ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers' motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems.