Title: The key factors for acquired knowledge through e-learning

Authors: Viktorija Sulcic

Addresses: Faculty of Management Koper, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia

Abstract: In the paper, some study results of the key factors that have impact on acquired knowledge in a blended learning course are presented. The study derives from two groups of research activities the results of which are presented in the paper – the research on student dropout and research on learning outcomes. The experience of e-learning implementation in a business school in higher education is included in the research as well. The research is based on nine hypotheses about the impact on student success in a blended learning course. An e-learning course is considered successful if students gain more knowledge than they do in a traditional course. Different e-learning characteristics were investigated on the sample of 339 undergraduate students. The regression analysis was used to identify the variables that have significant impact on the acquired knowledge. More knowledge participating in a blended learning course was acquired by part-time students, by students whose personal characteristics studying online improved, by the students who were able to use different e-business services, who were more motivated in their studies and by the students for whom the course performance was acceptable. At the end of our research, three main factors were isolated as the key factors for the success of blended learning courses in small educational environment – course performance, output characteristics and tutor support.

Keywords: blended learning; e-learning; electronic learning; innovation; higher education; universities; knowledge acquisition; student dropouts; learning outcomes; business schools; business education; traditional education; undergraduates; regression analysis; part-time students; online learning; e-business; electronic business; motivation; educational environments; course performance; output characteristics; tutor support; teaching staff; ICT; information technology; communications technology.

DOI: 10.1504/IJIL.2010.031948

International Journal of Innovation and Learning, 2010 Vol.7 No.3, pp.290 - 302

Published online: 03 Mar 2010 *

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