Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training

By G. Piccoli, R. Ahmad, B. Ives. MIS Q., 2001

644 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a53757107c3c6ad45eeb4b610db4d1916982ed5e

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In Computer Science Applications

In Developmental and Educational Psychology

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Citations in the corpus

Viability of the "Technology Acceptance Model" in Multimedia Learning Environments: A Comparative Study (2007, background): “Some of these major advantages include flexibility and broader accessibility (Lee, Cheung, & Chen, 2005), improved students’ performance (Alavi, 1994), reflective evaluation of the learning experience (Hiltz, 1995), and higher computer self-efficacy ( Piccoli, Ahmad, & Ives, 2001 ).”
Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation (2005, positive): “[29] proposed a research framework for the assessment of learning outcomes associated with web-based virtual learning environments.”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, methodology): “The framework is based on (Salzman et al. 1999) and technology-mediated learning models of Alavi and Leidner (2001), Piccoli et al. (2001), and Wan et al. (2007).”
Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation (2009, background): “Learner attitudes Torkzadeha and Van Dykeb (2002), García, Schiaffino, and Amandi (2008), Levy 12, 16, 17 attitudes toward LMS (2007), Selim (2007), Piccoli et al. (2001) B2.”
The Role of Social Presence and Moderating Role of Computer Self-Efficacy in Predicting the Continuance Usage of E-Learning Systems (2004, background): “subjects with varying cultural and educational backgrounds, IT skills, cognitive ability, and learning platforms) (Piccoli et al., 2001), control, interaction, and other factors may have more influential impacts than social presence factors on the learning outcomes.”
An e-Learning Theoretical Framework (2016, background): “Customers are the ultimate users of the system for learning since e-learning systems are an important communication channel between learners and instructors.”
Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness (2006, background): “Extensive research has shown that students benefit from e-learning [5,25,39].”
Comparing dropouts and persistence in e-learning courses (2007, background): “Several studies suggested that students satisfaction with e-learning is another major factor in the success or effectiveness of such medium, thus also determining students completion of e-learning courses (Alavi et al., 1995; Bures et al., 2000; Chyung et al., 1998; Hiltz & Johnson, 1990; Piccoli et”
Examining the Factors Influencing Participants' Knowledge Sharing Behavior in Virtual Learning Communities (2009, background): “Piccoli et al. (2001) found that students in the virtual learning environment will report higher levels of computer self-efficacy than their counterparts in the traditional learning environment.”
Can e-learning replace classroom learning? (2004, background): “In comparison with traditional face-toface classroom learning that centers on instructors who have control over class content and learning process, e-learning offers a learner-centered, selfpaced learning environment [1, 3, 8, 9].”
Learning effectiveness in a Web-based virtual learning environment: a learner control perspective (2005, methodology): “As a result, students may attain both objectivist and constructivist learning model in TVLEs (Colins 1995; Piccoli et al. 2001).”
An empirical examination of factors contributing to the creation of successful e-learning environments (2008, background): “…can be as effective as face-to-face (FtF) environments in delivering instruction (cf. Hiltz, 1994; Alavi et al., 1997; Hiltz and Wellman, 1997; Piccoli et al., 2001) and when learning differences do occur, they are often due to differences in learner motivation or instructional…”