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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/122986

    Title: The Antecedents of University Students’E-Learning Outcome under the COVID-19 Pandemic: Multiple Mediation Structural Path Comparison
    Authors: Kuo, Yen-Ku;Kuo, Tsung-Hsien;Wang, Jiun-Hao;Ho, Li-An
    Keywords: self-directed learning;information literacy;e-learning attitudes;learning effectiveness
    Date: 2022-12-12
    Issue Date: 2023-04-28 16:35:51 (UTC+8)
    Publisher: MDPI Academic Open Access Publishing
    Abstract: The COVID-19 pandemic in late 2019 has severely affected the education sector. In order to avoid clustering, higher education has begun to implement a large number of e-learning courses. Alt-hough modern technologies are relatively mature, learning outcomes do not entirely depend on advanced technologies. The purpose of this study is to explore how self-directed learning and the information literacy of university students affect their e-learning attitude, and to understand the variables that mediate their effects on the learning effectiveness. This is a survey research and a survey questionnaire was used to collect data. A total of 714 valid samples were retrieved. A confirmatory factor analysis was used to determine the reliability and validity of each varia-ble, and the latent variable modeling was utilized to test the research hypotheses. The results showed that self-directed learning and information literacy had a significant positive impact on e-learning attitudes and learning effectiveness, and e-learning attitudes had a significant positive influence on the learning effectiveness. Through the structural model verification analysis, it was found that e-learning attitudes are the main intermediary mechanism among all of the variables. By comparing multiple intermediary variables, it was found that self-directed learning, as an independent variable, exerted indirect effects on the learning effectiveness through e-learning.
    Relation: Sustainability 14(24), 16794
    DOI: doi.org/10.3390/su142416794
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Journal Article

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