This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students’ learning success, even in online-based programs that offer effective technological support.

中文翻译：

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博士生在在线领导力课程中的学习成功：与技术和关系因素的交叉

这项研究探讨了技术和关系因素如何独立和交互地预测美国参加在线领导力课程的博士生的学习成功感。根据现有工具构建了73个项目的在线学习成功量表（OLSS），并对其进行在线管理，以收集有关三个主要变量的自我报告数据：学生学习成功（SLS），关系因素（RF）和技术因素（ TF）。SLS变量着重于知识和技能的获得，毅力和自我效能感；关于学生与学生的关系，学生与教师的关系以及学生与非教学人员的关系的RF；TF的易用性，灵活性和实用性。总共，最终分析使用了来自美国26个基于网络的领导博士学位课程的210个学生回复。结果表明，RF和TF分别预测SLS。多元回归分析表明，尽管TF和RF的所有维度都是SLS的重要预测因子，但SLS的最强预测因子是学生与教师的关系。这项研究表明，即使在基于在线的计划中提供有效的技术支持，与教师和同伴建立关系对于领导博士生的学习成功也至关重要。SLS的最强预测因子是师生关系。这项研究表明，即使在基于在线的计划中提供有效的技术支持，与教师和同伴建立关系对于领导博士生的学习成功也至关重要。SLS的最强预测因子是师生关系。这项研究表明，即使在基于在线的计划中提供有效的技术支持，与教师和同伴建立关系对于领导博士生的学习成功也至关重要。