Figure 1
The hypotesized model for e-learning readiness, interaction, satisfaction and academic achievemet.
Table 1
Correlation coefficients of measurement tools.
| VARIABLES | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1. EL_Readiness | 1 | |||||||||||
| 2. Computer self-efficacy | ,638** | 1 | ||||||||||
| 3. Internet self-efficacy | ,562** | ,574** | 1 | |||||||||
| 4. Online communication self-efficacy | ,660** | ,454** | ,532** | 1 | ||||||||
| 5. Self-directed learning | ,737** | ,271** | ,273** | ,414** | 1 | |||||||
| 6. Learner control | ,694** | ,307** | ,367** | ,410** | ,710** | 1 | ||||||
| 7. Motivation | ,679** | ,208** | ,084 | ,176* | ,313** | ,263** | 1 | |||||
| 8. Perception of Interaction | ,066 | ,083 | ,199** | ,026 | ,033 | ,038 | –,003 | 1 | ||||
| 9. Student–student | ,079 | ,103 | ,179** | ,047 | -,003 | ,014 | ,042 | ,875** | 1 | |||
| 10. Student-instructor | ,030 | ,036 | ,181** | ,002 | ,045 | ,053 | –,056 | ,894** | ,606** | 1 | ||
| 11. Student-content | ,062 | ,071 | ,171* | ,012 | ,059 | ,041 | –,011 | ,917** | ,659** | ,857** | 1 | |
| 12. Satisfaction | ,240** | ,076 | ,162* | ,143* | ,207** | ,155* | ,187** | ,376** | ,213** | ,404** | ,435** | 1 |
Figure 2
Hypothesized research model of satisfaction, interaction, e-learning readiness and academic achievement.
Table 2
Fit index of the hypothesis research model.
| FIT INDEX(EXAMINED) | PERFECT FIT RANGE | GOOD FIT RANGE | FIT INDEX(OBTAINED) | FIT STATUS |
|---|---|---|---|---|
| χ2/df | 0 ≤ x ≤ 2 | 2 ≤ x ≤ 3 | 1.36 | Perfect |
| RMSEA | .00 ≤ x ≤ .05 | .05 ≤ x ≤ .08 | .04 | Perfect |
| NFI | 95 ≤ x ≤ 1.00 | 90 ≤ x ≤ .95 | .95 | Perfect |
| CFI | 95 ≤ x ≤ 1.00 | 90 ≤ x ≤ .95 | .98 | Perfect |
| GFI | 95 ≤ x ≤ 1.00 | 90 ≤ x ≤ .95 | .96 | Perfect |
| AGFI | 95 ≤ x ≤ 1.00 | 90 ≤ x ≤ .95 | .93 | Good |
[i] RMSEA = root mean square error of approximation; SRMR = standardized root mean square residual; CFI = comparative fit index [CFI]; TLI = Tucker-Lewis Index.
Table 3
Results of the hypothesis tested.
| HYPOTHESIS | PATH OF HYPOTHESIS | SRβ | SE | C. R. | P | RESULTS |
|---|---|---|---|---|---|---|
| H1 | E-learning readiness <--> Interaction | .019 | .024 | .794 | .427 | Not supported |
| H2 | Satisfaction <--- E-learning readiness | .205 | .102 | 2.629 | ** | Supported |
| H3 | Academic ach. <--- E-learning readiness | –0.062 | 2.656 | –.797 | .425 | Not supported |
| H4 | Satisfaction <--- Interaction | .431 | .048 | 6.759 | *** | Supported |
| H5 | Academic ach. <---Interaction | –.0.011 | 1.543 | –.138 | .890 | Not supported |
| H6 | Academic ach. <--- Satisfaction | 0.114 | 2.064 | 1.440 | .150 | Not supported |
[i] SRβ: standardized regression; SE: standard error; **p < 0.01; *** p < 0.001.
Table 4
Direct, indirect and total effects of the research model.
| OUTCOME | DETERMINANT | STANDARDIZED ESTIMATES | ||
|---|---|---|---|---|
| DIRECT | INDIRECT | TOTAL | ||
| EL_Readiness | Computer self-efficacy | .348 | – | .348 |
| Internet self-efficacy | .374 | – | .374 | |
| Online communication self-efficacy | .494 | – | .494 | |
| Self-directed learning | .854 | – | .854 | |
| Learner control | .827 | – | .827 | |
| Motivation | .353 | – | .353 | |
| Interaction | Student-student | .678 | – | .678 |
| Student-instructor | .884 | – | .884 | |
| Student-content | .971 | – | .971 | |
| Satisfaction | EL-Readiness | .205 | – | .205 |
| Interaction | .431 | – | .431 | |
| Academic achievement | Satisfaction | .095 | – | .095 |
| EL-Readiness | – | .019 | .019 | |
| Interaction | – | .041 | .041 | |