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Related Concept Videos

Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Decision Making: P-value Method01:09

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The process of hypothesis testing based on the P-value method includes calculating the P- value using the sample data and interpreting it.
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Introduction to Learning01:18

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Decision Making: Traditional Method01:14

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The process of hypothesis testing based on the traditional method includes calculating the critical value, testing the value of the test statistic using the sample data, and interpreting these values.
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Investigating the e-learning choice under the learners' perspective using demand driven learning model: insights from

Phong Thanh Nguyen1, Quyen Le Hoang Thuy To Nguyen2, Luan Thanh Nguyen2

  • 1Ho Chi Minh City Open University, Ho Chi Minh City, Vietnam. phong.nt@ou.edu.vn.

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Quality content is the main driver of e-learning choice in Vietnam, followed by service and delivery. These factors significantly influence student decisions, impacting higher education development.

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Demand-driven learning modelE-learning choiceHigher education institutionsLearners’ perspectivesVietnam

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Area of Science:

  • Educational Technology
  • Higher Education Studies
  • Information Systems

Background:

  • E-learning has grown globally over four decades, transforming higher education.
  • Vietnamese universities are increasingly investing in e-learning, adapting to local needs.
  • The demand-driven learning model (DDLM) provides a framework to understand e-learning adoption.

Purpose of the Study:

  • To investigate the key drivers influencing e-learning choice in Vietnamese higher education.
  • To analyze the impact of quality content, delivery, and service on e-learning adoption.
  • To examine the mediating roles of delivery and service in the e-learning choice model.

Main Methods:

  • Quantitative research approach utilizing the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique.
  • Data collection and analysis focused on identifying significant relationships between DDLM factors and e-learning choice.
  • Statistical analysis to determine path coefficients and mediating effects.

Main Results:

  • Quality content emerged as the most influential factor, with a path coefficient of 0.400.
  • Service (0.183) and delivery (0.173) also significantly impact e-learning choice.
  • Delivery and service were confirmed to have mediating effects, where quality content influences delivery, which in turn affects choice; similarly for service.

Conclusions:

  • Universities in Vietnam must prioritize high-quality, relevant, and engaging educational content.
  • Enhancing e-learning delivery through user-friendly platforms and interactive methods is crucial.
  • Improving support services, including responsive customer and technical assistance, positively impacts e-learning adoption and student satisfaction.