| The growth in the application of information technology to learning/training underscores the need to understand the impact of these technologies. Drawing on the two foundational disciplines, i.e., IS and Education, this study develops a theoretical model that focuses on the learning process involved in collaborative e-learning. The model, based on Adaptive Structuration Theory (AST), describes the effect of learning methods using the structures embedded in the technology, teams and techniques. Further, the model conceptualizes the important role of faithful appropriation on learning outcomes.; The research model focuses on the three enhancements to existing learning methods, i.e. use of e-learning, collaboration and combined treatment. A 2X2 interrupted multi-period quasi-experiment was used to empirically investigate the impact of these treatments, as well as appropriation of these treatments. Hypotheses were developed based on the model presented. Data is analyzed using MANOVA and contemporary structural equation modeling called Latent Growth Modeling and Stacked Group Analysis.; Results of the study show a significant influence of e-learning and collaboration as well as the combined treatment on specific learning outcomes. E-learning treatment significantly enhanced self-efficacy and quiz scores of the participants while the collaboration treatment positively influenced self-efficacy and satisfaction. The combined treatment has a positive effect on all three outcome variables. In addition, the study finds that faithful appropriation is an important determinant of the extent of effect. For technology structures, the initial level of appropriation is an important factor in initial self-efficacy, score and satisfaction as well as changes self-efficacy and satisfaction over time. Changes in technology appropriation, more specifically attitude towards technology, influenced changes in satisfaction. In case of collaboration methods, team structures were developed over time. Consequently, initial team structures did not show any significant impact. However, changes in team structure appropriation influenced satisfaction.; The study provides important research implications for theory and practice. Most importantly, the study provides empirical validity for using AST for investigating learning. Researchers and practitioners need to focus not only on the structures in the learning method, but also on the appropriation. |
