Effects of E-learning Management Systems, Self- Efficacy, and Self-regulated Learning on System Effectiveness

The quantity and quality of e-learning research in business education have increased dramatically during the past decade. The majority of e-learning empirical studies have focused on the two research streams: outcome comparison studies with classroom-based learning and studies examining potential predictors of e-learning success (Arbaugh et al. 2009). Over the past decade, numerous studies examined the factors that affect the learning outcomes and student satisfaction in asynchronous online learning courses postulates that human and design factors as antecedents of learning effectiveness. Human factors are concerned with students and instructors, while design factors characterize such variables as learning model, technology, learner control, course content, and interaction. All these studies empirically investigated the determinants of students' satisfaction, learning outcomes in university online education. Peltier, et al. (2003, 2007) found that student-to-student interactions, student-to-instructor interactions, instructor support and mentoring, information delivery technology, course content, and course structure were to be significant predictors of the overall effectiveness of the online educational experience. The study of Marks et al. (2005) found that instructor-student interaction is most important, twice that of student-student interaction and that some student-content interaction is significantly related to perceived learning. The study indicated that distance education advantages/flexibilities, although significant, are less