E-Learning InfrastructureAnd Collective Engagement: Antecendents And Conclusions In Driving E-Learning Quality

The objective of this study is to create a new conceptual model that aims to improve the quality of e-learning from two collective engagement variables and e-learning infrastructure to fill the gaps that exist between the variable value congruence and cognitive competence on quality e-learning effectiveness. The test statistics used in this study used five variables, namely cognitive competence, infrastructure e-learning, value congruence, collective engagement and quality e-learning. The conceptual model that has been developed in this study is tested empirically through a survey approach. The 290 respondents in this study consisted of lecturers who already had functional positions as associate professor and assistant professor at merchant colleges in Indonesia. This study adapts the e-learning theory, the results of the t test show that the results of hypothesis testing are accepted for all the proposed hypotheses and the e-learning infrastructure variable and collective engagement have been able to show their role as a mediating variable from the single test results of these two variables to become a mediator in improving quality e-learning, the results of hypothesis testing are accepted for all the proposed hypotheses. The three limitations of the research shown in this study are as follows: the first survey was only conducted at merchant colleges in Indonesia, the two studies in this study only focused on the main mediator of collective engagement and e-infrastructure. E-learning in driving quality e learning so that it does not pay attention to other theoretical aspects such as social exchange theory or other theories in education management studies, these three research surveys only try to capture perceptions of e-learning quality. From a practical perspective that can be recommended in this study, it shows that collective engagement and e-learning infrastructure can be a key strategy in improving e-learning quality, this provides recommendations for universities to encourage improvements in collective engagement and e-learning infrastructure. They will affect cognitive competence and value congruence and will ultimately increase the quality of learning.