-------- Original-Nachricht -------- Betreff: [isworld] Last CFC proposal Datum: Mon, 21 Dec 2009 13:28:24 -0500 Von: Sean B. Eom sbeom@semo.edu Antwort an: Sean B. Eom sbeom@semo.edu An: AISWORLD Information Systems World Network isworld@lyris.isworld.org

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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