A Study Of Adult E-Learning In Higher Distance Educacion: A Statistical Analysis About Students' Performance In Financial Accounting In A Spanish University For Distance Learning (UNED)
Teresa Carmen Herrador Alcaide, Montserrat Hernández Solís
This paper aims to establish a mathematical model to measure the performance of e-learning in adult distance education in the field of financial economics and accounting. As an innovative methodology, a ‘linear regression’ approach was applied to contrast correlations between variables in the model. A teacher innovation network was implemented for e-learning using various materials. The compilation of data was carried out by means of an opinion survey to evaluate the usage of the four elements that comprised the design factors of the e-learning model applied at UNED. The contrast of a ‘Null Hypothesis’, e.g. by means of linear regression analysis validated the established model. However, the ‘binary logistical analysis’ and the statistical contrast of the group demonstrated that the effect of e-learning on performance was not as high as it had been expected.
E-learning in university distance education; performance of e-learning in accounting students; student perception of e-learning; results of online teaching; online interactive videos.