**3. Materials and methods**

#### **3.1. Context and participants**

The University of the West Indies is a multi-site institution affiliated with 17 countries in the region. There are three main campuses with a fourth campus that caters specifically to online students who rely on the ELS. Online students from non-campus territories who do not own, have access to, or lack adequate computer or Internet facilities at home may visit their country site to access resources including microcomputer laboratories and libraries. With the introduction of ELSs, instructors on the main campuses have been trained to offer blended courses (classroom-based or computer laboratory-based with online components). Students in either cohort can complete a three-year undergraduate degree with full-time registration.

This study analysed students in a blended and an online course pursuing the same secondyear undergraduate core management course at the university. The courses were offered through one campus and the online campus respectively. Both courses had the same instructor and four teaching assistants. All course content, course assignments, and proctored course exams were developed by the instructor using the same criteria and standards. The course content was identical and located on a Moodle-based ELS in both courses comprising digitallearning materials including videos, PDF slides and laboratory exercises. The course assessments were uploaded to each ELS for grading. Once a week, tutorial assistance was provided in computer laboratories on the campus for students in the blended course, while live online sessions and supplementary videos are provided for the online students. No compulsory ELS training was provided for students in either cohort.

### **3.2. Survey instrument**

• **Service quality:** Students could become frustrated if assistance is not available when problems arise with the ELS, or if they do not know how to contact technical support [30]. Timely and effective assistance could include an online 'help desk', 'frequently asked ques-

• **Information quality:** Once students have accessed the ELS, they are exposed to course content and other information. Poorly designed course materials could also affect their enthusiasm that is necessary for early engagement [13, 27]. Instructional material should therefore be clear, up to date, written at a level that is easily understood, and formatted to

This active phase evaluates the students' actual use of and satisfaction with the ELS during

• **ELS use**: Students' perceptions of how regularly and consistency they access the ELS is evaluated [10]. Students depend on the ELS for their class materials and to submit assignments. ELS use is therefore determined by whether the ELS adds value to their learning

• **Student satisfaction**: This factor evaluates students' interaction and experiences as they use the ELS. Consistent interactivity, commitment, and increasing familiarity with the ELS during the course could influence student satisfaction, which subsequently increases ELS use resulting in academic success [7, 14, 21, 26]. However, student satisfaction could also decrease if information quality decreases, resulting from inadequate study materials, assignment instructions, or even out-of-date, confusing, or unimportant notices [6].

As students evaluate their ELS experiences at course completion, these benefits could influence their overall satisfaction with the ELS and determine whether they will consider taking another blended or online course. Therefore, having a positive experience at course orientation, and enhancing these experiences during the course could increase their confidence and intention to register for more courses in that modality [22, 26]. Online students could benefit from becoming empowered with enhanced online skills, but could also be discouraged by

The University of the West Indies is a multi-site institution affiliated with 17 countries in the region. There are three main campuses with a fourth campus that caters specifically to online students who rely on the ELS. Online students from non-campus territories who do not own,

dependence on the technology and feelings of isolation [22].

tions' forum, and email support [31].

cater to different learning styles [21, 26].

**2.3. Course delivery**

experience [9, 31].

**2.4. Course completion**

**3. Materials and methods**

**3.1. Context and participants**

the course.

70 Trends in E-learning

A web-based survey instrument was used to capture responses from the students in each course. The items were reviewed by four experienced instructors and pilot-tested before posting in the student forum of each course. The instrument was posted in the ELS of both courses and was set to allow only one submission from each student. Responses were captured over two consecutive semesters. The instrument comprised an e-readiness section, and ELS section, and a section to capture demographics:


• Demographic data of the respondents was also captured, including gender, age range, the number of courses registered for the semester, and whether the student resided on a campus territory.

#### **3.3. Procedure**

Incomplete responses were removed before analysing the data using SPSS version 22.0. The means of each factor were calculated. The attributes of an e-ready online student were then highlighted using the items with the highest mean in the technical competence, lifestyle aptitude, and learning preference scales, while items with the lowest mean were identified as possible challenges. A mean of at least four of a maximum of five points was used as an indication of an acceptable level of e-readiness [22]. Therefore, a student was categorized as e-ready if four or more points in *each* of the three e-readiness scales were achieved, while the level of e-readiness for a cohort was calculated using the aggregate score of all three e-readiness scales.

Linear regression was used to check the effect of students' level of e-readiness on ELS quality, information quality, and service quality during course orientation. Multiple regression was performed to test the effect on ELS use and their satisfaction during course delivery, as well as their perceived benefits at course completion. An independent samples T-test was used to determine whether there were any significant differences among the demographic features of the students.
