Abstract
The teaching medium, which had witnessed stillness without significant changes for almost 40 years, has been undergoing a digital transformation in the last decade and is now being remarkably amplified by Educational Key Opinion Leaders (Edu-KOLs). Constructivism inspired collaborative and interactive learning has been further embedded into e-learning platforms amid the recent pandemic. This paper prominently presents insights from our online survey, which was participated by 186 parents in China and has children who are studying or have recently studied online. The project aims to investigate the relationship between learners’ perceived outcomes, motivation and the choice of Edu-KOLs. By applying the Partial Least Squares Structural Equation Modeling (PLS-SEM) method, six proposed hypotheses with the distinctive characteristic of Edu-KOL defined therein were validated and investigated. This research has verified that e-learning platforms, student engagement scores and perceived outcomes strongly correlate with the perception of Edu-KOLs. In contrast, parents’ educational level or occupational choices have a more negligible effect on Edu- KOLs. This work has also identified positive correlations between Edu-KOLs and customer advocacy and future purchase motivation, which supports our initial hypothesis. Future research will be carried out on Edu-KOLs’ influence on adult learners.
Author Information
Susan Zhang, University of Wollongong, Australia
Jun Shen, University of Wollongong, Australia
Jun Yan, University of Wollongong, Australia
Paper Information
Conference: ACE2022
Stream: Learning Experiences
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Zhang S., Shen J., & Yan J. (2023) E-learning Meets Educational Key Opinion Leaders (Edu-KOLs): A Close-Up Look on Exuberant Platforms and Their Success Ingredients ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.3
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.3
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