Looking for student success factors outside of the educators' scope: The effect of digital literacy, personal skills, and learning habits and conditions on self-evaluated online learning effectiveness in management education

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education Pub Date : 2025-04-28 DOI:10.1016/j.ijme.2025.101188

Balázs Vaszkun, Katalin Mihalkov Szakács

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引用次数: 0

Abstract

The present study explored factors that significantly impact learning effectiveness in an online environment. Independent variables such as digital literacy, personal cognitive skills and attitudes (e.g., motivation), and online learning habits and conditions (student identity, time and task management, etc.) have been identified, studied in the literature, and measured with an online self-evaluated questionnaire. Based on our focus groups and the answers of 1447 bachelor students of four management programs, digital literacy, personal cognitive skills, and online learning habits and conditions all have a significant, positive effect on online learning effectiveness with various weights. The theoretical contribution is the weighted list of variables significantly impacting online learning effectiveness. The contribution to practice includes recommendations to students and educators on enhancing online learning effectiveness. Our results highlight the importance of learning habits and conditions and suggest a stronger focus on student identity in all online learning environments.

查看原文本刊更多论文

寻找教育工作者范围之外的学生成功因素：数字素养、个人技能、学习习惯和条件对管理教育中自我评估的在线学习效果的影响

本研究探讨了影响在线学习效果的因素。独立变量，如数字素养、个人认知技能和态度（如动机）、在线学习习惯和条件（学生身份、时间和任务管理等）已被确定、研究，并通过在线自我评估问卷进行测量。根据我们的焦点小组和四个管理专业的1447名本科生的回答，数字素养、个人认知技能和在线学习习惯和条件都对在线学习有效性有显著的积极影响，其权重各不相同。理论贡献是显著影响在线学习有效性的变量加权列表。对实践的贡献包括向学生和教育工作者提出关于提高在线学习效率的建议。我们的研究结果强调了学习习惯和条件的重要性，并建议在所有在线学习环境中更加关注学生身份。

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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来源期刊

International Journal of Management Education Multiple-

CiteScore

10.30

自引率

25.00%

发文量

136

审稿时长

64 days

期刊介绍： The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.