Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors…

The urgent imperative to "move online," caused by the recent COVID-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries.…

This quantitative research examined the contribution of an Online Collaborative Learning (OCL) program on attitudes towards technology in terms of technological anxiety, self-confidence and technology orientation among M.Ed. students. The advanced online collaborative program was implemented at two teacher training colleges in Israel for a period…

With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students' perceived teaching element, social element, cognitive element, satisfaction, continuous…

This study examined the effect of online metacognitive strategies, hypermedia annotations, and motivation on reading comprehension in a Taiwanese hypertext environment. A path analysis model was proposed based on the assumption that if English as a foreign language learners frequently use online metacognitive strategies and hypermedia annotations,…

This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all.…

Understanding why people accept or reject e-learning technologies has become one of the most challenging issues in education research. Thus, this study set out to determine the effects of factors that influence service-learning faculty to include e-learning technologies in their curriculum. The principal study population was 134 service-learning…

This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this…

As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest among educators and scholars in understanding personal and contextual factors that predict success in different types of learning environments. The purpose of the present study was to examine the relations among temporally-ordered…

Effective assessment of teaching and learning with technology requires a capacity to map learning outcomes. Student attitudes of the use of IT are measured in a structural equation model derived from an instrument based on the principles of undergraduate practice of Chickering and Ehrmann (1996). Institutional and background data are included. By…