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Table 2 Selected Opportunities for Further Research

From: Technology-supported management education: a systematic review of antecedents of learning effectiveness

Dimension

Research gap

Related findings/references

Format

Performance, retention

- Blended formats improve actual learning and reduce dropout rates (López-Pérez et al., 2011).

- Blended formats improve actual learning but increase dropout rates (Deschacht & Goeman, 2015).

- Blended formats do not affect actual learning but increase dropout rates (McLaren, 2004).

Collaboration, interaction

- Collaboration leads to higher perceived learning and satisfaction (Arbaugh & Benbunan-Fich, 2006).

- Interaction predicts online learning satisfaction, which affects perceived learning (Eom et al., 2006).

- A perceived lack of community is disadvantageous for perceived learning (Song et al., 2004).

- Peer interaction can negatively influence satisfaction (Arbaugh & Rau, 2007).

Technology

Richness

- Technology richness promotes feedback and benefits perceived learning (Webster & Hackley, 1997).

- Technology features that encourage constructive dialogue foster understanding (Kember et al., 2010).

- Technology design and functions affect perceived learning (Volery & Lord, 2000; Wu et al., 2010).

- Technology variety benefits satisfaction but impedes perceived learning (Arbaugh & Rau, 2007).

Instructor

Teaching style

- Group learning is moderated by an objectivist teaching approach and individual learning is moderated by a constructivist teaching approach (Arbaugh & Benbunan-Fich, 2006).

Feedback, confusion

- Feedback benefits learners with medium prior knowledge and hinders learners with low prior knowledge. It barely affects learners with high prior knowledge (Seufert, 2003).

- Learners with low prior knowledge learn better individually with instructor support. Learners with high prior knowledge are hindered by feedback (Nihalani et al., 2011).

- Deliberate confusion is beneficial for learning. Prior knowledge has small moderation effects

(D’Mello et al., 2014).

Learner

Motivation

- Motivation can mediate learning through cognitive engagement (Moreno & Mayer, 2007).

- E-learners expect their motivation to be related to learning (Song et al., 2004).

- Motivation affects e-learning acceptance and satisfaction (Selim, 2007).

- Motivation predicts actual learning in both physical and virtual settings (López-Pérez et al., 2011).

- Motivation affects satisfaction but is not directly related to perceived learning (Eom et al., 2006).

Emotions

- Positive emotions can improve comprehension and transfer (Plass et al., 2014; Um et al., 2012).

- Positive emotions diminish actual learning. Negative emotions enhance it (Knoerzer et al., 2016).

- Emotions may be mediated by motivation and/or moderated by prior knowledge (Leutner, 2014).

- There is no relationship between emotions and motivation (Knoerzer et al., 2016).