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Technological and Human-Relational Factors on Student Learning Success in Online Doctoral Leadership Programs: A Theoretical Framework
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, Yonsei University, Korea (South) ; , , Eastern University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Focusing on the intersectional impact of two key factors, technological and human-relational, on student learning success in online doctoral leadership programs, this paper presents a theoretical framework based on the literature review as part of an ongoing mixed-methods study. Student learning success is defined as doctoral students’ perceived learning outcomes to complete their online leadership programs. The technological factor includes three sub-factors: perceived usefulness, flexibility, and ease of use. The human-relational factor includes three sub-factors: student-student, student-faculty, and student-non-teaching staff relationships. By exploring the intersectionality of the technological and human-relational factors on student learning success, we intend to create a model of relationships among three variables to better understand how to enhance the success of doctoral students in online leadership programs.

Citation

Lee, H., Chang, H. & Bryan, L. (2015). Technological and Human-Relational Factors on Student Learning Success in Online Doctoral Leadership Programs: A Theoretical Framework. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 837-842). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 25, 2020 from .

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