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Proposal Submission Deadline: November 30, 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 November 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 December 15, 2009 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
November 30, 2009: Proposal Submission Deadline
December 15, 2009: 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)
sbeom@semo.edu (E-mail)
 
 
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)
 arbaugh@uwosh.edu (E-mail)

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