The impact of three critical success factors on online learning at the higher institutions

Simon Adjei Tachie; Boahemaa  Brenya; Kofi F.  Owusu

doi:10.20525/ijrbs.v11i5.1877

Authors

Simon Adjei Tachie North-West University
Boahemaa Brenya Department of Information Systems, Ghana Communication Technology University
Kofi F. Owusu https://orcid.org/0000-0001-7091-4367

DOI:

https://doi.org/10.20525/ijrbs.v11i5.1877

Keywords:

Online learning, E-learning, Family wise error, Critical success factors, Learning Theories, Holm Bonferroni

Abstract

Globalization and rapid technological change have made knowledge a critical determinant of competitiveness in the world’s economy. Online education has been auspicious and adjustable even to students with tight schedules. However several critical success factors need to be improved in order to enhance the effective learner experience. This paper is aimed at uncovering the impact of three critical success factors namely; instructional design, learner interaction and learner technology adaptation on learner experience. Hence, the discretions of 300 students were diagnosed using the Likert scale questionnaire ranging from strongly agree to strongly disagree. The Holm Bonferroni method from R- package version 0.88 (2021 edition), was engaged to reduce the family-wise error (FWER) associated with multiple hypothesis comparison. It was observed that at a 5% level of significance, the alternative hypothesis was acceptable in favor of the null hypothesis and the conclusion was that instructional design, learner interaction, and technology adaptation, have a direct impact on the learning experience of the learner. The adopted models for the three critical success factors were validated by the Fornell and Larcker's (1981) convergent reliability test and tolerable with high composite reliability of 0.71. In accordance with the adopted model, a well instructional design is suggested for compliance.

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