Last CALL FOR CHAPTER PROPOSALS

Last Proposal Submission Deadline: Jannuary 30, 2010
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
      Path 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 January
30, 2010, a 2-3 page chapter proposal clearly explaining the mission and
concerns of his or her proposed chapter and Table of Contents.  Authors of
accepted proposals will be notified by Feburuary 15, 2010 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
January 30, 2010: Proposal Submission Deadline
Feburuary 15, 2010: 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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