Exploring dimensions to online learning

  • Authors:

  • Raafat George Saadé;Xin He;Dennis Kira

  • Affiliations:

  • Department of Decision Sciences and MIS, John Molson School of Business, Concordia University, 1455 De Maisonneuve Blvd., Montreal, Que., Canada;Department of Decision Sciences and MIS, John Molson School of Business, Concordia University, 1455 De Maisonneuve Blvd., Montreal, Que., Canada;Department of Decision Sciences and MIS, John Molson School of Business, Concordia University, 1455 De Maisonneuve Blvd., Montreal, Que., Canada

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2007

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Abstract

The study presented in this paper sought to explore several dimensions to online learning. Identifying the dimensions to online learning entails important basic issues which are of great relevance to educators today. The primary question is ''what are the factors that contribute to the success/failure of online learning?'' In order to answer this question, we need to identify the important variables that: (1) measure the learning outcome and (2) help us understand the learning experience of students using specific learning tools. In this study, the dimensions we explored are student's attitude, affect, motivation and perception of an Online Learning Tool usage. A survey methodology was used such that validated items from previous relevant research work were adopted. 105 students completed the questionnaire. An exploratory factor analysis (EFA) was implemented on the data captured. Results of the EFA identified the items that are relevant to the present context and the items that can be used to measure the dimension to online learning. Affect and perception were found to have strong measurement capabilities with the adopted items while motivation was measured the weakest.