The low completion rate of e-learning, which has been considered as a problem since its inception, is recently attracting renewed attention as a problem yet to be solved. This study confirms the assumption that the effect of e-learning varies with the learner’s learning type, and that a low e-learning completion rate results from the participation of learners who are unsuited to e-learning. It has been found that the differences between e-learning achievement rates can be classified into seven learning types. This suggests that e-learning may have little effect when the e-learning system does not match the learner's learning type.
|ジャーナル||International Journal of Information and Education Technology|
|出版ステータス||出版済み - 7 2020|
All Science Journal Classification (ASJC) codes
- Computer Science Applications