Modeling Critical Factors of Quality in e-Learning A Structural Equations Model Test ICALT 2012 Rome, 4-6 July 1. lnLroducuon 2. CuallLy ln e-learnlng as a mulu-dlmenslonal concepL 3. A Lhree-facLor model of quallLy ln e-learnlng 4. Lmplrlcal research urpose sLaLemenL 1he paruclpanLs 1he lnsLrumenL 1he measuremenL model 1he sLrucLural model: regresslon welghLs and paLh esumaLes Model L 3. Concluslons and fuLure work Agenda - CuallLy ls one of Lhe keys Lo buslness success and compeuuve advanLage. 1. Introducnon We have tested, and confirmed, an existing model that represents the perception of quality in e-learning - 1here ls no unlque or wldely accepLed undersLandlng of whaL quallLy ls, and how Lo measure lL and Lhere ls a lack of consensus abouL whaL quallLy ln e-learnlng ls. 2. ua||ty |n e-|earn|ng as a mu|n-d|mens|ona| concept 3. A three-factor mode| of qua||ty |n e-|earn|ng Cao, 8., & llguelredo, A. u. d. (2010). luLure uullLy as a key dlmenslon ln e-learnlng quallLy. !"#$%"&'("&) +(,%"&) (- !"-(%.&'(" &"/ 01$%&'("2 3&"&4$.$"# 5/,6&'("7 8(4), 322-336. 3. A three-factor mode| of qua||ty |n e-|earn|ng lL ls conslsLenL wlLh !uran's (1931) vlew of quallLy as !"#$%% '() *%$ Why have we used th|s mode|? It provides a long-term approach to the concept of quality, as it includes, not only effective uses or outcomes, but also expected uses It places the trainees at the center of the concept of quality and emphasizes their role in the construction of knowledge and quality It is based on the opinion of real customers, not on the opinion of experts, potential customers, or even on the researchers' opinion The final structure of the dimensions of quality was grounded on statistical evidence and on data reduction techniques urpose sLaLemenL 4. Lmp|r|ca| research To develop a measurement model and test a structural model made up of three constructs that affect the trainees' perception of quality in e-learning: training process, training attitudes, and training utility We have used structural equation modeling (SEM) to test the model with a new sample of data. 4. Lmp|r|ca| research 2741 answers 64% were women The participants Customers of a Portuguese provider of asynchronous e-learning for professional training, with ten years of experience in the consumer e-learning market and an accumulated count of over 60.000 clients from 29 countries. The company offers around 200 short-term courses ranging in length between 1 and 9 weeks. 1he lnsLrumenL 4. Lmp|r|ca| research Global satisfaction Fulfillment of expectations Initial motivation Final motivation Fulfillment of training objectives The platform and its functions Training contents The trainers expertise The contribution of the forum for the learning process The dynamics and help of the trainer in the forum Competence, kindness, and promptness of the staff Immediate professional utility Future professional utility Global quality perception A 1 to 10 scale, online survey, at the end of the courses, where 10 is the highest value. 1he measuremenL model 4. Lmp|r|ca| research 1he measuremenL model lncluded Lhree consLrucLs represenung laLenL varlables: +),-#-#. /)(0$%% lncluded bellefs Lhe Lralnees have Loward Lhe day-Lo -day of Lhe course +),-#-#. ,1"*2$% represenLed reacuons and bellefs Lhe Lralnees have Lowards Lhe Lralnlng course +),-#-#. *34-"5 was Lhe exLenL Lo whlch Lhe Lralnees feel LhaL Lhe course wlll have lmpacL on Lhelr personal and professlonal llfe, conslderlng boLh Lhe shorL and Lhe long Lerm 1he measuremenL model 4. Lmp|r|ca| research We have dened a recurslve model wlLh Lhe followlng hypoLheslzed sLrucLural relauonshlps: P 1 : 9%&:":"4 1%(6$22 ls posluvely relaLed Lo Lhe percepuon of ;,&):#< :" $= )$&%":"4 P 2 : 9%&:":"4 &>#,/$2 are posluvely relaLed Lo Lhe percepuon of ;,&):#< :" $= )$&%":"4 ? 8 @ 9%&:":"4 ,'):#< ls posluvely relaLed Lo Lhe percepuon of ;,&):#< :" $= )$&%":"4 We have followed a Lwo-sLep SLM process, l.e., we have LesLed rsL Lhe L and Lhe consLrucL valldlLy of Lhe measuremenL model (Palr $# &), 1992, pp. 717-718). 1he esumauon Lechnlque used was Lhe 26&)$=-%$$ )$&2# 2;,&%$2 $2'.&#$2 because Lhe measures revealed severe non-normallLy. 1he sLrucLural model 4. Lmp|r|ca| research Variable Training Process Training Attitude Training Utilities X 6 0.786 X 7 0.903 X 8 0.853 X 9 0.725 X 10 0.844 X 11 0.832 X 1 0.928 X 2 0.902 X 3 0.584 X 4 0.863 X 5 0.899 X 12 0.904 X 13 0.917 Standardized regression weights Hypo - thesis Causal Path Standardized Path Coefficient H 1 Training process ! perception of quality in e-learning 0.42 H 2 Training attitudes ! perception of quality in e-learning 0.33 H 3 Training utility ! perception of quality in e-learning 0.22 Standardized paths of the hypothesized model 4. Lmp|r|ca| research Model L 4. Lmp|r|ca| research CIA mode| Structura| mode| Chl-square (! 2 ) Chl-square 29.941 30.716 uegrees of freedom 62 72 AbsoluLe L measures Coodness-of-L lndex (Cll) 0.996 0.996 8ooL mean square resldual (8M8) 0.121 0.114 lncremenLal L lndlces normed L lndex (nll) 0.993 0.996 8elauve L lndex (8ll) 0.994 0.993 arslmony L lndlces arslmony normed L lndex (nll) 0.791 0.788 Ad[usLed goodness-of-L lndex (ACll) 0.994 0.993 - Cur research enabled us Lo conrm a model of quallLy ln e-learnlng composed by Lhree facLors. - Accordlng Lo Lhls model, Lhe percepuons of quallLy ln e-learnlng can be explalned, wlLh comforLable goodness-of-L, by Lhree facLors: Lhe #%&:":"4 1%(6$22, Lhe #%&:":"4 &>#,/$2, and Lhe #%&:":"4 ,'):'$2. S. Conc|us|ons and future work 1he model provldes e-learnlng companles wlLh a concepLual framework Lo beuer undersLand whaL quallLy ls. - lL makes clear LhaL lmprovlng quallLy lmplles worklng on Lwo dlsuncL and addluonal areas, besldes Lhe #%&:":"4 1%(6$22, - lL emphaslzes Lhe valuauon of Lhe Lralnlng ouLcomes, as well as Lhe role of Lhe Lralnees' amLudes ln Lhe consLrucuon of Lhe percelved quallLy. S. Conc|us|ons and future work 1he model can also be used Lo classlfy and organlze Lhe muluple dlmenslons of quallLy proposed ln Lhe llLeraLure and Lo deLermlne speclc courses of acuon lnLended Lo lmprove quallLy percepuons ln a speclc facLor of quallLy. kosr|o Cao mracQde|.uc.pt Slides available at www.slideshare.net/rosariocacao