Learning Effectiveness in Web-Based Technology-Mediated Virtual Learning Environment

A framework that delineates the relationships between learner control and learning effectiveness is absent. This study aims to fill this void. Unlike previous research, this study compares the learning effectiveness between two learning environments: traditional classroom and Technology-mediated Virtual Learning Environment (TVLE). Our work focuses on the effectiveness of a TVLE in the context of basic information technology skills training. Grounded in the technology-mediated learning literature, this study presents a framework that addresses the relationship between the learner control and learning effectiveness, which contains four categories: learning achievement, self-efficacy, satisfaction, and learning climate. In order to compare the learning effectiveness under traditional classroom and TVLE, we conducted a field experiment. Data were collected from a junior high school of Taiwan. A total of 210 usable responses were analyzed. We identified four results from this study. (1) Students in the TVLE environment achieve better learning performance than their counterparts in the traditional environment; (2) Students in the TVLE environment report higher levels of computer self-efficacy than their counterparts in the traditional environment; (3) Students in the TVLE environment report different levels of satisfaction than students in the traditional environment; and (4) Students in the TVLE environment report higher levels of learning climate than their counterparts in the traditional environment. The implications of this study are discussed, and further research directions are proposed.