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1.
This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner–learner interaction, learner–instructor interaction, and learner–content interaction. The participants were African American students from a university in the southeastern United States. Quantitative approaches including correlation and regression analyses were performed to examine the contribution of interaction predictors to student satisfaction as well as the relationship between student satisfaction and student performance. In addition, Internet self-efficacy and its impact on interaction was investigated. The results showed that learner–content interaction was the only significant predictor of student satisfaction whereas interaction among students or with the instructor did not significantly predict student satisfaction. Internet self-efficacy was positively correlated with three types of interaction. Student satisfaction was found to be related to student performance.  相似文献   

2.
A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the twenty-two-item scale was completed by 338 postsecondary students with and without online learning experience. Separate principal components analyses were performed using data collected from participants who had and had not completed an online course. The results were similar for the two groups. A three-subscale structure was selected for use with all individuals. The three subscales represent items concerning (1) learning in the online environment, (2) time management, and (3) technology use. The reliability and validity of scores on the OLSES was explored through group comparisons and correlations. Suggestions for the use of the instrument with other populations are discussed.  相似文献   

3.
This study investigated the relationships between academic self-efficacy (ASE), computer self-efficacy (CSE), prior experience, and satisfaction with online learning and explored how ASE, CSE, and satisfaction vary with age and gender. One hundred and three graduate students enrolled in purely online courses in January 2014 at a university in the midwestern United States participated in the survey. Scales with known reliability were used to measure ASE, CSE, and satisfaction. The study showed a significant positive correlation among all the variables except CSE and satisfaction. Regression analysis showed ASE to be most predictive of satisfaction with online learning. Females had a higher mean ASE than males, and participants aged thirty-five years and above had a higher mean CSE than younger participants.  相似文献   

4.
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.  相似文献   

5.
While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions.  相似文献   

6.
This research examined the relations among social presence, satisfaction with learning experiences, and future online enrollment intent. The data for this cross-sectional study (N?=?280) were collected via an online questionnaire at a large university in the midwestern United States. Students taking online courses because of convenience were more likely to enroll in a future course, whereas those taking the course because it was required for their major were less likely. The curiosity and enjoy interaction motives were indicated as the primary motive for taking the online course by almost 20% of the participants. Hierarchical regression analyses demonstrated that both social presence and satisfaction with learning experiences were significant positive predictors of future online enrollment intent. Social presence explained the most variance in the regression equation.  相似文献   

7.
Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N = 564) completed a survey that assessed their motivational beliefs (task value and self-efficacy), achievement-related emotions (enjoyment, boredom, and frustration), and satisfaction with the course. Results indicated that students who preferred to take future courses in an online format (as opposed to face-to-face) also reported greater confidence in their ability to learn online (self-efficacy) and greater satisfaction with their recent online learning experience. Logistic regression analysis confirmed and extended these findings, indicating that membership in the online preference group was predicted by higher self-efficacy and satisfaction, and lower task value beliefs. Taken together, results from this study provide researchers and practitioners with a better understanding of how several personal factors relate to students' choice of instructional format.  相似文献   

8.
Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.  相似文献   

9.
Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We conducted a survey to answer two research questions: 1) What Web 2.0 technologies do students use to communicate with one another outside of the formal structure of their online courses? and 2) What do they talk about in such communication? The results showed that, while students used a variety of technologies to communicate with one another, those enrolled at a distance made greater use of technology to communicate with one another. Moreover, clear preferences emerged according to age. Younger students preferred mobile technologies while older students experimented with a wider range of web-based technologies. We interpret these results and offer recommendations for practice based on our interpretation.  相似文献   

10.
This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment.  相似文献   

11.
《College Teaching》2013,61(1):190-193
Abstract. The number of online courses being offered by postsecondary institutions has increased dramatically and consequently an increasing number of faculty are faced with teaching online courses. Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive, but many faculty about to embark in online teaching are not aware of the techniques available to increase the level of interactivity in online courses. This article describes how to establish an interactive online learning environment and provides strategies for increasing student interactivity.  相似文献   

12.
Student Motivation to Learn via Computer Conferencing   总被引：1，自引：0，他引：1  
This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described.  相似文献   

13.
This study suggests that virtual focus groups can be used as a powerful research tool to evaluate students' online course experiences. Students taking courses through the Internet want to be in control of when to access their course content. They also want to be able to decide when and how they interact with their peers and professors. In other words, students are striving for flexibility. Due to the fact that online courses require a different array of preparation, infrastructure, technical support, technology expertise, and course methodology; the evaluation of student online course experience(s) requires a different evaluation paradigm. In this study, the researchers combined the focus group with the Delphi technique and were able to verify the important matters that made an impact on students' satisfaction with the online course(s) they took. The uniqueness of this study is related to the adoption of asynchronous communication into the focus group research technique.  相似文献   

14.
Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning.  相似文献   

15.
在疫情防控的关键时期,规模化在线学习是落实“停课不停学”的重要方式。与以往的在线学习相比,规模化在线学习在学习场所、学习任务、学习同伴、思维方式、评价方式等多个方面发生了转变。它是教育信息化实践的一次特殊尝试,同时,其也在重塑在线学习的价值,形成了一种全新的学习生态。为了了解我国规模化在线学习的现状、准备度等情况,运用问卷调查法,对全国3148名学生进行调查研究,调查结果显示:一是在线学习满意度较低,感知教师支持较高,在线学习准备度一般。其中,在线交互效能感最高,计算机自我效能感准备不足;二是人口学因素对规模化在线学习准备度有不同程度的影响,年级、所在区域、每天在线学习时长所带来的差异影响显著;三是在线学习态度、教师支持、计算机自我效能感、自我导向学习、学习动机、学习控制力、在线交互效能感等,正向影响学生的在线学习满意度。因此,要提高规模化在线学习效果,可以从提升师生信息素养、加强培养自主学习能力、改善家校互动模式、增强教师支持、关注农村和留守儿童的在线学习等方面着手。在后疫情时期,还应进一步思考“教师如何迎接在线学习”“学生如何学习”“如何设计在线课程和实现优质教育资源共享”“在线学习如何与线下学习有机融合”等问题。  相似文献   

16.
Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”. Despite the widespread concern that students will have difficulty managing their time in online courses with high level of student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate to and interact with, participants’ background and their levels of satisfaction and self reported learning.  相似文献   

17.
Distance Learning on the Internet: An Exploratory Study   总被引：1，自引：0，他引：1  
The Internet and Web-based technologies have become a popular platform for the development and delivery of distance learning (DL) programs in an online class setting. While these programs have proven popular with both students and faculty, few research studies have been done to determine the impact of these virtual courses on student learning and/or satisfaction. This article presents the development of a Web-based course model and the results from an exploratory study conducted to determine the effectiveness of this model on student satisfaction. Results from the survey reveal that the students had a positive experience with this Web-based course model. Students were generally satisfied with the online learning environment, appreciated the flexibility of being able to access course material any time and any place, and were satisfied with quality and course content.  相似文献   

18.
We show how the principles of flipped learning that have been successfully applied to analytics classes taught face‐to‐face (F2F) at the undergraduate and graduate levels were emulated in corresponding online classes. Student satisfaction in the online flipped analytics classes was compared to student satisfaction in the F2F flipped analytics classes. Data were collected between the Spring 2016 and Fall 2018 semesters and involved two instructors with a sample of 726 students. The results of an independent samples t‐test showed that there was no significant difference in satisfaction between the online and F2F offerings. A binary logistics regression analysis on the data revealed that whether the flipped course was taught F2F or online had no significant effect on students recommending the course to their peers. The results suggest that flipped learning is transferrable to online analytics courses and yields student satisfaction at par with equivalent F2F flipped courses.  相似文献   

19.
This study explores student perceptions of engagement, transactional distance, and outcomes in online courses. Researchers also investigated linkages between these elements. Data were collected from students enrolled in online courses at three private universities located at different geographical regions in the United States. Six hundred sixty-seven students completed the Revised Scale of Transactional Distance developed by Paul, Swart, Zhang, and MacLeod and a modified version of Dixson’s Online Student Engagement scale during spring 2016 semester. Results indicate students experienced a relatively high level of engagement and a moderate level of transactional distance. Respondents perceived outcomes such as satisfaction, progression, and learning very positively. There were significant differences in responses based on gender and college standing. Student engagement, transactional distance, and outcomes were moderately correlated, and researchers confirmed transactional distance is a valid predictor of student engagement.  相似文献   

20.
While “flipping” a classroom has gained attention in K-12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi-experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture-based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses.  相似文献   

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