Test of Information Technology (IT) - Self Efficacy and Online Learning Interaction Components on Student Retention: A Study of Synchronous Learning Environment

2015 Fifth International Conference on e-Learning (econf) Pub Date : 2015-10-01 DOI:10.1109/ECONF.2015.17

E. Omar, Azhari Abdalrahim A. Drewish, Yasir M. Saeed, Yuseria Mohammed Abdalbagi

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引用次数: 2

Abstract

The main purpose of the present study is to build a model that predicts the relationship between IT self -- efficacy, online learning interactions components and student retention within synchronous learning environment. Data of the present study were collected from 519 participants (Female =258, Male =261) from Al-Madinah International University (MEDIU) in Malaysia, E-Questionnaire was applied. Structural Equation Modeling (SEM) Version 16 and SPSS Version 11.5 were used. A hypothesized model was tested for model fit in the present study. The convergent validity and discriminate validity were conducted. The result showed that Information Technology (IT) self -- efficacy and online learning interaction components (student -- student, student -- instructor interaction) were positively and significantly related to student retention. The exogenous variables (IT) self -- efficacy was positively and significantly related to online learning interaction components (student -- student and student -- instructor interaction) within synchronous learning environment, specifically in Arabic language course offered to undergraduate students at MEDIU.

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信息技术测试——自我效能感和在线学习互动对学生记忆的影响:一个同步学习环境的研究

本研究的主要目的是建立一个模型来预测同步学习环境中信息技术自我效能感、在线学习互动成分和学生保留之间的关系。本研究的数据收集自马来西亚麦地那国际大学(MEDIU)的519名参与者(女258人，男261人)，采用电子问卷。使用结构方程模型(SEM) Version 16和SPSS Version 11.5。本研究对一个假设模型进行了模型拟合检验。进行了收敛效度和区别效度分析。结果表明，信息技术自我效能感和在线学习互动成分(学生与学生、学生与教师互动)与学生保留率呈显著正相关。在同步学习环境中，外生变量(IT)自我效能感与在线学习互动成分(学生-学生和学生-教师互动)呈显著正相关，特别是在MEDIU为本科生提供的阿拉伯语课程中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2015 Fifth International Conference on e-Learning (econf)

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