Exploring E-learning Effectiveness Based on Activity Theory: An Example of Asynchronous Distance Learning

E-learning is gaining its weight in business and school education. Previous studies focused on platform construction and teaching material development, while adoption and management issues were neglected. This is prejudicial to e-learning success. To eliminate the gap, the paper conducted an empirical study to understand critical factors of e-learning success. Based on the activity theory, we proposed a framework to examine factors influencing e-learning effectiveness. Two hundred and forty-two learners joined the on-line education project in Chai-Yi county (i.e. an asynchronous distance learning program), volunteered to participate in the survey. The results show that learning motivation, e-learning platform experience, attitude toward Internet, computer self-efficacy, and prior experience were found to significantly influence the e-learning effectiveness. Suggestions to learners, instructors, and platform managers are also provided.

並列關鍵字

E-learning ； Asynchronous Distance Learning ； Activity Theory ； Learning Effectiveness

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