The Determinant of Adult Self E-Learning Effectiveness: The Perspective of Andragogy and Media Synchronicity Theory

  • 張 丞甫

Student thesis: Master's Thesis


Due to the growth of the Internet e-learning has become a new way of learning Traditional learning requires a location and a lecturer must be physically present in order to deliver course material and thus is usually restricted by time and space On the other hand in the case of e-learning the learning materials are always accessible as long as there is a computer and a connection to the Internet Despite the advantages of e-learning according to a report from Taiwan’s Executive Yuan in 2014 only one-third of the population of Taiwan has engaged in e-learning Increasing the usage of e-learning among the general populace is an important issue because it helps learners engage in self-directed learning In this study andragogy and media synchronicity theory are adopted in order to determine if adult learner characteristics and psychological needs affect learning effectiveness in adults The participants of this study were adults who have participated in e-learning previously After collecting 454 valid questionnaires a structural equation model was used to test the hypotheses proposed in this study The results indicated that adult readiness to learn has a positive effect on perceived autonomy while adult orientation to learn has a positive relationship with perceived competence Furthermore adult motivation to learn has a positive effect on perceived autonomy perceived competence and perceived relatedness Psychological needs (perceived autonomy perceived competence perceived relatedness) have a positive effect on usage of e-learning Usage of e-learning has a positive effect on self e-learning effectiveness This study also found that media synchronicity has a moderating effect on the relationship between usage of e-learning and self e-learning effectiveness Finally this study offers recommendations for the field of e-learning To increase learning effectiveness in adults and their willingness to engage in e-learning it is suggested that adult learners’ characteristics and psychological needs (autonomy competence and relatedness) be taken into account when company or instructors build e-learning courses
Date of Award2016 Aug 24
Original languageEnglish
SupervisorHsin-Hsin Chang (Supervisor)

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