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This research aimed to explore the nuances of utility in components of e-learning systems by using a multi-generational undergraduate business school cohort programme and an e-learning utility-satisfaction evaluation model. Our empirical research demonstrates differences between the three generations for the utility of all the variables of the e-learning systems components, with varying differences in the relationships between Generations X, Y and Z. Furthermore, we show course development, learner support and user characteristics influence results demonstrability which has a high influence on overall satisfaction. We established nuances in the learning utility essentials in courses on e-learning systems for multi-generational cohorts; revealed the utility of learner support as a key differentiator and developed a model on utility-satisfaction with reasonable explanatory and predictive power. The model possesses the dual advantages of fewer constituent items and the connective capability to link utility to satisfaction to enable e-learning systems evaluation and ease of identifying areas for improvement in e-learning course delivery.
David Yawson; Fred Amofa Yamoah. Understanding utility essentials of e-learning management systems in higher education: a multi-generational cohort perspective. Open Learning: The Journal of Open, Distance and e-Learning 2020, 1 -17.
AMA StyleDavid Yawson, Fred Amofa Yamoah. Understanding utility essentials of e-learning management systems in higher education: a multi-generational cohort perspective. Open Learning: The Journal of Open, Distance and e-Learning. 2020; ():1-17.
Chicago/Turabian StyleDavid Yawson; Fred Amofa Yamoah. 2020. "Understanding utility essentials of e-learning management systems in higher education: a multi-generational cohort perspective." Open Learning: The Journal of Open, Distance and e-Learning , no. : 1-17.
Despite the increasingly critical role of e-learning in higher education, there is limited understanding of the satisfaction essentials of multi-generational students' cohorts undertaking online courses. In this study, we examine the perceived value of educational experiences of multi-generational students' cohorts studying via an online learning management system (Moodle). The study analysed survey responses from multi-generational students (N = 611) on a core subject in an undergraduate business school programme. The results show that Generations X, Y and Z students produce different students' satisfaction levels in distinct components of the online programme; namely, course design, course delivery, course delivery environment and preference of the mode of delivery. Generations cohorts account for remarkable effects in the total satisfaction of students on the online learning programme. The results suggest that contextualising online teaching based on multi-generational students' cohort composition could be one strategy to enhance student learning experience and satisfaction.
David Eshun Yawson; Fred Amofa Yamoah. Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon 2020, 6, e05519 .
AMA StyleDavid Eshun Yawson, Fred Amofa Yamoah. Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon. 2020; 6 (11):e05519.
Chicago/Turabian StyleDavid Eshun Yawson; Fred Amofa Yamoah. 2020. "Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective." Heliyon 6, no. 11: e05519.
The paper reports a quantitative investigation into the nuances of gender perspectives of E-Learning utility across the social categorisations of Generation X, Y, and Z in the current phenomena of accelerated usage of e-learning in the emerging multi-generational undergraduate cohorts: using multi-generational undergraduate cohorts (N = 611) taking a mandatory online course in a Business School curricular. Using multi-group partial least-squares analysis, the study shows differences exist in the utility of e-learning within gender and Generations of X, Y, and Z. These differences may not be apparent when examined at only the gender level, which has led other researchers to conclude the gender gap is narrowing. However, we establish that within gender and across generations in a developing country context, the gender divide is not narrowing at the same pace as found in other developed countries. To accelerate the implementation of e-learning in traditional (face-to-face) undergraduate programmes globally, there is the need to contextualise Course Development, Learner Support, Assessment, and User Characteristics factors along with the different genders, and across generations to improve Results Demonstrability and Student Overall Satisfaction of utility of e-learning. In developing countries, there is a need to enhance Institutional factors to strengthen the drive to e-learning.
David Eshun Yawson; Fred Amofa Yamoah. Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort. Computers in Human Behavior 2020, 114, 106558 .
AMA StyleDavid Eshun Yawson, Fred Amofa Yamoah. Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort. Computers in Human Behavior. 2020; 114 ():106558.
Chicago/Turabian StyleDavid Eshun Yawson; Fred Amofa Yamoah. 2020. "Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort." Computers in Human Behavior 114, no. : 106558.
The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment.
David Eshun Yawson; Fred Amofa Yamoah. Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective. Higher Education Pedagogies 2020, 5, 360 -380.
AMA StyleDavid Eshun Yawson, Fred Amofa Yamoah. Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective. Higher Education Pedagogies. 2020; 5 (1):360-380.
Chicago/Turabian StyleDavid Eshun Yawson; Fred Amofa Yamoah. 2020. "Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective." Higher Education Pedagogies 5, no. 1: 360-380.