Abstract
Despite the existence of numerous studies that focus on the benefits of online delivery systems and tools for learners, there is still limited understanding of the determinants of learners’ performances. Moreover, experiments are only rarely the method of inquiry. This study reports on findings of a repetitive factoral experiment in an ecological setting with 151 secondary school pupils in order to scrutinize antecedents of perceived and observed benefits of two delivery modes: face-to-face versus online instruction. The study integrates an extended version of the DeLone and McLean’s information systems success model, including perceptions of enjoyment. The findings show that pupils’ performance in the e-learning condition is significantly poorer compared to the face-to-face condition. The experiment further indicates the dominant position of perceived enjoyment as a determinant of satisfaction and e-learning preference. By examining system and individual antecedents of learning performance in an experimental design, we contribute to the knowledge of e-learning effectiveness. The study’s limitations and opportunities for further study are also discussed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD education working papers. Paris: OECD Publishing.
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41, 16–25. https://doi.org/10.3102/0013189X11428813
Atkinson, M., & Kydd, C. (1997). Individual characteristics associated with World Wide Web use: An empirical study of playfulness and motivation. The Database for Advances in Information Systems, 28, 53–62. https://doi.org/10.1145/264701.264705
Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2009). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54, 1145–1156. https://doi.org/10.1016/j.compedu.2009.10.022
Butler, D. L., & Sellborn, M. (2002). Barriers to adopting technology for teaching and learning. Educause Quarterly, 9(4), 105–127. https://www.learntechlib.org/p/92849/
Cheng, Y.-M. (2011). Antecedents and consequences of e-learning acceptance. Information Systems Journal, 21(3), 269–299. https://doi.org/10.1111/j.1365-2575.2010.00356.x
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern business research methods (pp. 295–336). Mahwah, NJ: Lawrence Erlbaum Associates.
Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290.
Dağhan, G., & Akkoyunlu, B. (2016). Modeling the continuance usage intention of online learning environments. Computers in Human Behavior, 60, 198–211. https://doi.org/10.1016/j.chb.2016.02.066
De Smet, C., Schellens, T., De Wever, B., Brandt-Pomares, P., & Valcke, M. (2014). The design and implementation of learning paths in a learning management system. Interactive Learning Environments, 24, 1076–1096. https://doi.org/10.1080/10494820.2014.951059
DeLone, W., & McLean, E. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19, 9–30. https://doi.org/10.1080/07421222.2003.11045748
Eom, S. B., & Stapleton, J. (2011). Testing the DeLone-Mclean model of information system success in an e-learning context. In S. Eom & J. Arbaugh (Eds.), Student satisfaction and learning out- comes in e-learning: An introduction to empirical research (pp. 82–109). Hershey, PA: Igi Global.
Grubišić, A., Stankov, S., Rosić, M., & Žitko, B. (2009). Controlled experiment replication in evaluation of e-learning system’s educational influence. Computers & Education., 53, 591–602. https://doi.org/10.1016/j.compedu.2009.03.014
Hair, J., Blake, W., Babin, B., & Tatham, R. (2006). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
Hassanzadeh, A., Kanaani, F., & Elahi, S. (2012). A model for measuring e-learning systems success in universities. Expert Systems with Applications, 39, 10959–10966. https://doi.org/10.1016/j.eswa.2012.03.028
Hsu, C. L., & Lu, H. P. (2007). Consumer behavior in online game communities: A motivational factor perspective. Computers in Human Behavior, 23, 1642–1659. https://doi.org/10.1016/j.chb.2005.09.001
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education. Advance online publication. https://doi.org/10.1080/00220973.2015.1083522
Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57, 1654–1664. https://doi.org/10.1016/j.compedu.2011.02.008
Kirkman, C. (2000). A model for the effective management of information and communications technology development in schools derived from six contrasting case studies. Journal of Information Technology for Teacher Education, 9, 37–52. https://doi.org/10.1080/14759390000200077
Kulkarni, U. R., Ravindran, S., & Freeze, R. (2007). A knowledge management success model: Theoretical development and empirical validation. Journal of Management Information Systems, 23, 309–347. http://www.jstor.org/stable/40398863.
Kurt, O. E. (2019). Examining an e-learning system through the lens of the information success model: Empirical evidence from Italy. Education and Information Technologies, 24, 1173–1184. https://doi.org/10.1007/s10639-018-9821-4
Kuyatt, B. L., & Baker, J. D. (2014). Human anatomy software use in traditional and online anatomy laboratory classes: Student-perceived learning benefits. Journal of College Science Teaching, 43(5), 14–19.
Lee, J.-K., & Lee, W.-K. (2008). The relationship of e-Learner’s self-regulatory efficacy and perception of e-Learning environmental quality. Computers in Human Behavior, 24, 32–47. https://doi.org/10.1016/j.chb.2006.12.001
Lee, M.-C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model. Computers & Education, 54, 506–516. https://doi.org/10.1016/j.compedu.2009.09.002
Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359–374. https://doi.org/10.1016/j.chb.2014.07.044
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Palloff, R.M. & Pratt, K. (1999). Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Jossey-Bass Publishers, San Francisco, CA, USA.
Petter, S., & McLean, E. (2009). A meta-analytic assessment of the DeLone and McLean IS success model: An examination of IS success at the individual level. Information & Management, 46(3), 159–166. https://doi.org/10.1016/j.im.2008.12.006
Pham, Q. T., & Tran, T. P. (2018). Impact factors on using of e-learning system and learning achievement of students at several universities in Vietnam. In Computational science and its applications – ICCSA 2018 (Lecture notes in computer science) (Vol. 10963, pp. 394–409). https://doi.org/10.1007/978-3-319-95171-3_31
Poelmans, S., & Wessa, P. (2013). A constructivist approach in a blended e-learning environment for statistics. Interactive Learning Environments, 23, 385–401. https://doi.org/10.1080/10494820.2013.766890
Poon, W., Lock‐Teng Low, K. & Gun‐Fie Yong, D. (2004). A study of Web‐based learning (WBL) environment in Malaysia. International Journal of Educational Management, 18(6), 374–385. https://doi.org/10.1108/09513540410554031
Ringle, C. M., Wende, S., & Will, A. (2005). SmartPLS 2.0 (beta). Germany, University of Hamburg. http://www.smartpls.de.
Saade, R., Tan, W., & Nebebe, F. (2008). Impact of motivation on intentions in online learning: Canada vs China. Issues in Informing Science and Information Technology, 5, 137–147.
Seddon, P. B. (1997). A respecification and extension of the DeLone and McLean model of IS success. Information Systems Research, 8(3), 240–253. https://doi.org/10.1287/isre.8.3.240
Stone, B. S. (2012). Flip your classroom to increase active learning and student engagement. Columbia, MO: University of Missouri.
Strobel, J., Jonassen, D. H., & Ionan, I. G. (2008). The evolution of a collaborative authoring system for non-linear hypertext: A design-based research study. Computers & Education, 51(1), 67–85. https://doi.org/10.1016/j.compedu.2007.04.008
Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & Education, 57(2), 1645–1653. https://doi.org/10.1016/j.compedu.2011.03.002
Wang, M., Vogel, D., & Ran, W. (2011). Creating a performance-oriented e-learning environment: A design science approach. Information & Management, 48, 260–269. https://doi.org/10.1016/j.im.2011.06.003
Wang, Y., Wang, H., & Shee, D. (2007). Measuring e-learning system success in an organizational context: Scale development and validation. Computers in Human Behavior, 23(4), 1792–1808. https://doi.org/10.1016/j.chb.2005.10.006
Wang, Y.-S., & Liao, Y.-W. (2008). Assessing eGovernment systems success: A validation of the DeLone and McLean model of information systems success. Government Information Quarterly, 25(4), 717–733. https://doi.org/10.1016/j.giq.2007.06.002
Wei, K., Loong, A., & Leong, Y. (2009). Measuring ERP system success: A respecification of the DeLone and McLean's IS success model. In Symposium on progress in information & communication technology (pp. 7–12). http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.160.5014&rep=rep1&type=pdf.
Wixom, B. H., & Todd, P. A. (2005). A theoretical integration of user satisfaction and technology acceptance. Information Systems Research, 16(1), 85–102. https://doi.org/10.1287/isre.1050.0042
Wong, K., & Chu, D. W. (2014). Is the flipped classroom model effective in the perspectives of students’ perceptions and benefits? In R. K. Zhang & L. F. Kwok (Eds.), Hybrid learning. Theory and practice: 7th international conference, ICHL 2014, Shanghai, China, August 8–10, 2014 (pp. 93–104). https://doi.org/10.1007/978-3-319-08961-4_10
Wu, J., & Wang, Y. (2006). Measuring KMS success: A respecification of the DeLone and McLean’s model. Information & Management, 43(6), 728–739. https://doi.org/10.1016/j.im.2006.05.002
Acknowledgments
We thank Mr. Y. Weyts, the former head of the school group at the time of the study. He actively participated in the design of the experiment and suggested useful improvements. He granted us access to the facilities of the school. Finally, we are equally grateful to the teachers and pupils who participated and spent time and effort in designing and completing the learning paths and activities.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Questionnaire Items
Appendix: Questionnaire Items
Constructs | Items |
|---|---|
Perceived Benefits | PB1 To what extent is learning in Smartschool better than a conventional class (given by a teacher)? PB2 By using Smartschool, I can understand the course material. PB3 By using Smartschool, I could study my lesson. |
Satisfaction | Sat1 To what extent are you satisfied with the lesson in Smartschool? Sat2 Are you satisfied with this way of teaching? Sat3 Are you satisfied with the use of Smartschool within the school? |
Preference | Pref1 If I had to choose between a learning path in Smartschool and a conventional class, I would choose a learning path in Smartschool. Pref2 I prefer to use Smartschool. Pref3 If it was up to me, Smartschool would be used more frequently. Pref4 In the future, I would like work more with Smartschool in the classroom. |
Perceived Enjoyment | PJ1 I find the use of Smartschool enjoyable. PJ2 Learning via Smartschool is pleasant. PJ3 I find it pleasurable to learn via Smartschool. |
System Quality | SQ1 Smartschool is easy to use. SQ2 To what extent did you experience technical problems during the class? SQ3 Did you find it easy to work with Smartschool? SQ4 How responsive was the system (the pages shown on the screen)? |
Information Quality | IQ1 Was the learning path (with its components) clear and understandable? IQ2 How much do you appreciate the contents presented (text, videos, pictures)? IQ3 Were the presented assignments in the system clear? IQ4 Could you understand the topic with the available information? IQ5 The topic was well presented in the learning environment. |
Service Quality | SeQ1 If I needed help from the teacher, I received valuable help. SeQ2 The support I got was sufficient. |
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Poelmans, S., Goeman, K., Wautelet, Y. (2020). Comparing Face-to-Face to Online Instruction in Secondary Education: Findings of a Repetitive Factoral Experiment. In: Isaias, P., Sampson, D.G., Ifenthaler, D. (eds) Technology Supported Innovations in School Education. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-030-48194-0_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-48194-0_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-48193-3
Online ISBN: 978-3-030-48194-0
eBook Packages: EducationEducation (R0)