A Meta ? analysis of e- learning effectiveness antecedent

The academic research on e-learning effectiveness becomes one of the current themes. In this perspective, many efforts have been made to give more comprehension to learning effectiveness determinants. In fact, researchers focus frequently on the variables that maximize the reaction, learning and behaviour changes of trainees. Despite these efforts that aim at giving more comprehension to learning effectiveness determinants, researchers have not reached a consensus on the andquot;nomological networkandquot; of learning results, ruling distinctness over how to explain them and queries as how could they make training experience more effective and interesting in education and corporation area as well. These divergent perspectives suggest that a conceptual and quantitative review of nomological network of learning outcomes antecedents is justified and necessary. The present study addresses the limitation of understanding regarding learning outcomes antecedents by reviewing the empirical results of literature. In this case, a review and Meta ?analytic summarizes of studies assessing learning outcomes such as declarative knowledge, skill acquisition, its antecedents, and its relationships with learning transfer are presented. First, the present report provides a narrative review of conceptual framework, focusing only on variables that are linked to learning outcomes and the relationship between learning outcomes and learning transfer. Second, Meta ?analysis conducts to derive the average effect size value (ravg), average fisher's Z (zavg) and to address the degree of homogeneity of each relationship. The findings are discussed in terms of their theoretical implication and the limitations of this study are shown.