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). |