Relationship among course type, self-efficacy, mentor and learning performance: Toward e-learning satisfaction model

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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 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 543-548). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26379.

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
  Theo Bastiaens & Saul Carliner
AACE

More Information on ELEARN
Table of Contents

Authors

Masanori Yamada, Tokyo Institute of Technology, Japan; Yutaka Saito, Toshihiko Gondo, Aoyama Gakuin University, Japan; Toshio Mochiduki, The university of Tokyo, Japan; Yoshiko Goda, Takeshi Matsuda, Fumiaki Iwasaki, Kinnya Tamaki, Aoyama Gakuin University, Japan

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.

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