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Relationship among course type, self-efficacy, mentor and learning performance: Toward e-learning satisfaction model
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, Tokyo Institute of Technology, Japan ; , , Aoyama Gakuin University, Japan ; , The university of Tokyo, Japan ; , , , , Aoyama Gakuin University, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examines the potential relational model of e-learning satisfaction and learning performance in blended learning and online learning alone. We then focused on five factors and one variable based on our practical research, in order to compare course type and investigate the relationship among them; course type, self-efficacy, satisfaction with mentor's behavior, perceived learning consciousness during learning, clarity of material as factors and test score as performance. The results showed the significant effect of course type on satisfaction with mentor's behavior. The significant relationship, on the other hand, was revealed between factors and performance, which indicated that course type, self-efficacy, mentor, clarity of materials and learning consciousness play an important role in successful learning online learning.

Citation

Yamada, M., Saito, Y., Gondo, T., Mochiduki, T., Goda, Y., Matsuda, T., Iwasaki, F. & Tamaki, K. (2007). Relationship among course type, self-efficacy, mentor and learning performance: Toward e-learning satisfaction model. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 543-548). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2019 from .

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