What role does knowledge quality play in online students' satisfaction, learning and loyalty? An empirical investigation in an eLearning context.
Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success framework - this...
| Published in: | Journal of Computer Assisted Learning Vol. 32; no. 6; pp. 561 - 576 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2016
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=119309705&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 119309705 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2016 vid: 32 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 119309705 119309705 119309705 10.1111/jcal.12153 119309705 ppf: 561 ppct: 15 formats: tig: atl: What role does knowledge quality play in online students' satisfaction, learning and loyalty? An empirical investigation in an eLearning context. aug: au: Waheed, M. Kaur, K. Kumar, S. affil: Asia‐Europe Institute, University of Malaya, Kuala Lumpur Malaysia sug: subj: Student Satisfaction Malaysia Education, Non-Traditional Malaysia Knowledge Human Factor Analysis Structural Equation Modeling Academic Performance Malaysia Questionnaires Female Male Conceptual Framework Funding Source Female Male ab: Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success framework - this study presents the indicators of perceived eLearning knowledge quality and its influence on students' satisfaction, which further influences their learning outcome and loyalty. In order to validate the eLearning KQ instrument and proposed relationships - data were collected from 348 online undergraduate and postgraduate students. The results of Confirmatory Factor Analysis validate five dimensions of perceived eLearning KQ - comprising Intrinsic KQ, Contextual KQ, Representational KQ, Accessible KQ and Actionable KQ. Further, the proposed relationships tested using Structural Equation Modelling demonstrated two main findings: (i) significant relationship between KQ and satisfaction - implying that students are gaining quality knowledge from eLearning content and are satisfied with it; (ii) significant relationship between satisfaction - academic performance, learning effectiveness and students' loyalty. This implies that satisfied students perceive better learning outcomes and a higher degree of loyalty towards the eLearning environment. The study contributes a causal model to encompass the distinct relationships between knowledge quality, satisfaction, learning outcomes and loyalty within an eLearning environment. Implications on eLearning delivery are also discussed. Lay Description Knowledge quality contributes to knowledge management system success., Presents the KQ as a multidimensional construct in eLearning context., Delineates the KQ significant relationship with learning outcomes and loyalty., The framework can be utilized to provide quality education at a wider level. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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