Grounded theory approach for the development of a new effectiveness model for e-learning services and its validation through partial least squares structural equation modelling

Haq, Anwar ul (2022) Grounded theory approach for the development of a new effectiveness model for e-learning services and its validation through partial least squares structural equation modelling. PhD thesis, Birkbeck, University of London.

Abstract

E-learning is a vital delivery medium for meeting educational, corporate training, and professional development needs. Even before the pandemic, the education sector and, notably, the higher education sector were in flux, and traditional education models were increasingly challenged for value and delivery quality. Governments, policymakers and educational institutions from both the public and private sectors were keenly observing the developing perceptions of traditional classroom versus multiple digital delivery modes during the COVID19 pandemic. One thing is certain the education sector, and especially the higher education sector, will fundamentally change in many ways due to the speedy adoption of existing and emerging technological developments. One of the key issues is learners’ engagement when using E-learning systems and services, which has consequences for retention and achieving desired outcomes. This issue indicates inadequate learning design and practices and failure to understand the learners' needs and requirements in an ever-changing environment-technological or otherwise. The main challenge is how to present a model that could leverage a rich heritage of E-learning research but not burdened by it and offer users agility to apply the model for their specific needs and make them aware of broader implications of their choices, and approaches and actions. In this context, there is a need to bridge the capability gap from practitioners, educators, and learners’ perspectives to adopt and efficiently utilise new modes of delivery for learning. This study is a timely contribution to understanding the interplay of changing learners and practitioners’ requirements, learning design, technological development in the learning domain and impact on E-learning efficacy. This study is based on mix methodology. The first part of the study leads to the development of a new E-learning and Services (ELES) effectiveness model using the Grounded Theory method. The second part entails the application of the proposed model using the Cognitive Lenses-Multiple Interaction dimension and validation using the partial least squares structural equation modelling method. The original contribution of this thesis is to present an adaptive E-learning Environment and Services Effectiveness model in the dynamic and changing environment and able to guide learners and practitioners for the contemporary challenges as well as rooted in the rich heritage of E-learning developments. The Cognitive Lenses-Multiple Interaction dimension is introduced in this research study -a new dimension that may have wider implications for other research areas, industry, business and research methodology in analysing ELES effectiveness, unpacking intertwined relationships and assisting in developing insights for the proposed model. The findings contribute to enriching the understanding of ELES effectiveness factors from both theoretical and practical perspectives. The application of new dimensions opens up new avenues for E-learning users and practitioners, such as cultural perspective and the impact of contextual and self-awareness.

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