From: Ben Arbaugh [log in to unmask]  
  
Proposal Submission Deadline: December 31, 2009
Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to
Empirical Research
A book edited by Sean Eom, Southeast Missouri State University
and J.B. Arbaugh, University of Wisconsin Oshkosh
 
To be published by IGI Global:
http://www.igi-global.com/requests/details.asp?ID=740
 
Introduction
Tremendous advances in information technology and the changing demographic
profile of the student populations have allowed colleges and universities to
offer Internet-based courses as a way to meet the ever-increasing demand for
higher and continuing education. Consequently, colleges and universities
worldwide are increasingly offering online courses and complete online
degree programs. 

In the early online learning systems developmental stage, the focus of
attention was placed on the technological dimensions of e-learning systems.
E-learning systems include learning management systems, course management
systems, and virtual learning environments. Using these software systems,
designing and implementing Web-based course delivery systems may not be a
bottleneck of the effective e-learning systems. There are a wide range of
free software and/or open source learning management systems (e.g., eFront),
and course management systems (e.g., Dokeos, ILIAS, Moodle, etc.).  Many
well-known virtual learning environments are available to facilitate the
creation of virtual class rooms (e.g., Blackboard, WebCT, FirstClass,
Desire2Learn, CyberExtension ,  It's Learning, WebTrain, etc.).
 
Some universities have developed their own custom learning environments for
creating and managing e-learning systems.  Furthermore, they have spent
heavily to constantly update their online instructional resources, computer
labs, and library holdings. Now it is very much evident that the technology
itself may not be an impediment anymore. The research focus of e-learning
systems has turned to the human dimension of the e-learning systems. The
distance learning system can be viewed as having several human/non-human
entities interacting together via computer-based instructional systems to
achieve the goals of education, including perceived learning outcomes and
student satisfaction. Unfortunately, most institutions have paid less
attention to study the factors that influence online student satisfaction or
learning outcomes. Over the past half decade, we have seen increasing
empirical research in regard to the factors that contribute to the success
of online course delivery systems.
 
Objectives
 
The primary objective of this book is to investigate the determinants of
students’ perceived e-learning outcomes and satisfaction. We present an
integrated overall view of online learning systems from students’
perception. This book introduces a research model that consists of three
subsystems (human dimension, design dimension, non-human dimension, and
outcomes of the online course delivery system).  Users of the term “online
course” generally consider such a course to be one that is delivered at
least partially via the Internet. However, the term is not necessarily
synonymous with “Web-based course”. Courses have been taught on the Internet
entirely without use of the Web. Courses taught entirely by e-mail, for
example, can be richly interactive without using a single Web page. However,
HTTP’s enormous capacity to meaningfully link documents, coupled with modern
Web browsers’ ability to provide easily-accessible, graphically rich
interactive environments, have made the Web the preferred mode for delivery
of instruction on the Internet. Online courses may be synchronous
(interaction occurs according to an explicit schedule, as in a scheduled
chat session) or asynchronous (the timing of interaction is largely left up
to the participants, as in posts to a discussion forum) or a mix; the degree
of synchronicity is not directly relevant to this study.
 
Many factors can affect the perceived satisfaction and learning outcome of
the students who take Web-based courses. The distance learning system can be
viewed as having several human entities interacting together via
computer-based instructional systems to achieve the goals of the system.
Several recent studies have contributed to reforming those variables and
developing a new research model (i. e. Alavi & Leidner, 2001; Arbaugh, 2005;
Eom, Wen, & Ashill, 2006; Piccoli, Ahmad, & Ives, 2001; Simmering, Posey, &
Piccoli, 2009; Wan, Wang, & Haggerty, 2008). The literature survey focuses
on those variables that might affect the outcome of Web-based course such as
the perceived student satisfaction and learning outcome.  User satisfaction
is the overall measure of the student’s perceived level of fulfillment in
the online course.  There is much research seeking to identify the factors
that contribute to the success of online course delivery systems. All of
these studies seem to agree that these two independent variables measure the
effectiveness of online education systems.

This book aims to identify the following key factors:
1.      What are the measures of success in online course delivery systems? 
2.      What are the important factors that contribute to the success
measures? 
3.      What are the relationships between the measure of success and the
contributing factors? 
 Target Audience
This book is for practitioners, managers, researchers, and graduate students
in virtually every field of study. Application areas of e-learning are not
limited to a specific academic area. E-learning is a worldwide perpetual
trend that is being applied to educate employees of non-academic
organizations such as governments, profit or non-profit organizations.
Needless to say, libraries in university, profit and non-profit
organizations around the world will be potential customers.
 
Recommended topics include, but are not limited to the following:
Manuscripts ranging from conceptual frameworks to case studies to
qualitative works and empirical research are encouraged.
 
I. Introduction to Empirical Research in E-learning Systems
 
II. Empirical Research Methods in E-learning
             
Conceptual framework for E-learning Empirical Research   
Survey of Empirical Research Methods in E-learning
Questionnaire Design in E-learning Research 
Tutorials of Structural equation modeling using various software
                 Including LISREL, PLS graph, Smart PLS, AMOS, etc
Quantitative research method for E-learning Empirical Research 
Categorical data analysis using chi-square test
Multivariate data analysis
Analysis of covariance 
ANCOVA
General linear model multivariate analysis of covariance    (MANCOVA)
Conjoint analysis
Canonical correlation analysis
Discriminant analysis
Multiple regression analysis
Factor analysis (Confirmatory vs. Exploratory)
 
Structural equation model (SEM)
PLS (PLS graph and Smart PLS)
LISREL
AMOS 
EQS
Evaluating SEM and measuring constructs
 Qualitative research method for E-learning Empirical Research 
Action research
Case study research
Grounded theory 
Ethnography
 
A wide range of issues addressing all aspects of  E-learning Empirical
Research  
                
III. Review of the Constructs/Factors affecting E-learning Systems Outcomes
 
Human dimension 
Students 
Student Self-Motivation
Students’ Learning Style
 
Instructors
Instructor Knowledge
Facilitation
Instructor feedback
Simplest cognitive feedback
Diagnostic feedback
Prescriptive feedback
Metacognitive feedback
Design dimension
              Learning model
Objectivism
Constructivism
Collaborativism
Cognitive information processing
Socioculturalism
Learner control and self-regulated e learning 
Problem based learning
Self-Directed Learning
Course Contents
Course structure
Course objectives/expectation
Topical coverage
Required workload in competing assignments 
Expected class participation
Course infrastructure
Overall usability of course website 
Organization of course material
Interaction
Instructor-to-student interaction
Student-to-student interaction
 
Information delivery technology
Tablet PC
IPod
Multimedia 
Intelligent agent
The Telephonic Visit 
Student Video Presentations
Student-Created Podcasts 
Collaborative Electronic Meeting Tools 
Weblog Technology
Web 2.0 technology
 
IV. Future of E-learning and Empirical Research Directions

Submission Procedure
Researchers and practitioners are invited to submit on or before December
30, 2009, a 2-3 page chapter proposal clearly explaining the mission and
concerns of his or her proposed chapter. Authors of accepted proposals will
be notified by January 15, 2010 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by March 31,
2010. All submitted chapters will be reviewed on a double-blind review
basis. Contributors may also be requested to serve as reviewers for this
project.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the Information Science Reference (formerly Idea Group
Reference), Medical Information Science Reference, Business Science
Reference, and Engineering Science Reference imprints. For additional
information regarding the publisher, please visit www.igi-global.com. This
publication is anticipated to be released in 2011.
 
Important Dates
December 30, 2009: Proposal Submission Deadline
January 15, 2010: Notification of Acceptance
March 31, 2010: Full Chapter Submission
June 15, 2010: Review Results Returned
July 15, 2010:  Final Chapter Submission
July 31, 2010: Final Acceptance Notifications

Inquiries and submissions can be forwarded electronically (Word document) or
by mail to:

Sean B. Eom
Department of Accounting and MIS
Harrison College of Business
Southeast Missouri State University
Cape Girardeau, MO 63701 
573-651-2615 (Phone)
573-651-2992 (Fax)
[log in to unmask] (E-mail)
 
Also send a copy of submissions to:
 
J.B. Arbaugh
Professor of Strategy and Project Management
College of Business 
University of Wisconsin Oshkosh
Oshkosh, WI 54901
920-424-7189 (Phone)
 [log in to unmask] (E-mail)