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1.
María-del-Mar Camacho-Miñano 《Interactive Learning Environments》2016,24(4):706-723
Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age. 相似文献
2.
To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how we can promote positive learning outcomes of RHD students. 相似文献
3.
This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made. 相似文献
4.
M.H. Baturay 《Interactive Learning Environments》2013,21(5):563-575
This study aims to determine whether there is a relationship between students' sense of community, perceived cognitive learning, and satisfaction in an e-learning course. Additionally, the relationship of these variables with Internet self-efficacy and final examination scores is investigated. The participants were 88 students enrolled in elementary level English as a Foreign Language course of the distance education program at a higher education institution in Turkey. The results of the study suggest that sense of community and course satisfactions are strongly related to each other. Moreover, students' course satisfaction is highly related to their perceived cognitive learning. Students' perceived cognitive learning was observed to have a very strong relationship with learner-to-content interaction, while learner-to-learner interaction was at medium level and learner-to-instructor interaction was weak. 相似文献
5.
Shahedur Rahman Thiagarajan Ramakrishnan Louis Ngamassi 《Higher Education Quarterly》2020,74(3):304-319
Social media has transformed the communication landscape for institutions of Higher Education by providing improved teaching and learning experience. However, very little is known as to whether the use of social media by Higher Education students improves their satisfaction. Grounded in social media, risk and technology acceptance literature, this paper examines Higher Education students' perceptions of social media use (SMU) and the impact of SMU on their satisfaction. Data collected from the students were analysed using Structural Equation Modelling. The study finds that: (1) perceived usefulness of social media has positive effect on the use of social media in student learning; (2) perceived risk of using social media discourages the use of the tool, and (3) SMU has positive effect on student satisfaction. The study further discusses the theoretical and practical implications of these findings. 相似文献
6.
Many nursing curricula do not offer anatomy laboratories and exposure to cadaveric material. In this mixed methods study, nursing students' perceptions and experiences from an anatomy laboratory session were examined. Students from two academic nursing programs (a four-year general baccalaureate nursing program and a two-year accelerated nursing program for non-nursing baccalaureate graduates) took part in an anatomy laboratory session (N = 223). Participants' learning experiences, emotional experiences, and satisfaction with the anatomy laboratory session were assessed by their responses to closed-ended questionnaires. Participants' reasons for participation and suggestions for improvement were examined by open-ended questions. A mixed methods analysis of the data revealed a high level of satisfaction with the anatomy laboratory experience. Positive attitudes and learning experiences correlated with a sense of identification with the nursing profession. Satisfaction was positively associated with a perceived quality of learning and negatively associated with a negative emotional experience. Curiosity and self-challenge, as well as the quest for tangible, in-depth learning, were major motivators involved in the students' desire to participate in the session. Both qualitative and quantitative analyses indicated that the educational experience was significant. Therefore, it is recommended to integrate anatomy laboratory sessions into anatomy courses for nursing students. This will help to illustrate and assimilate classroom material and strengthen nursing students' sense of identification with their profession. 相似文献
7.
The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* 总被引：1，自引：0，他引：1
Sean B. Eom H. Joseph Wen Nicholas Ashill 《Decision Sciences Journal of Innovative Education》2006,4(2):215-235
In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types. 相似文献
8.
Colin Conrad Qi Deng Isabelle Caron Oksana Shkurska Paulette Skerrett Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557
Practitioner notes
What is already known about this topic- University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
- The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
- Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
- Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
- Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
- Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
- We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
- We offer insights into student experience concerning online learning environments during an abrupt transition.
- We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
9.
The use of instant messaging to support e-learning will continue to gain importance because of its speed, effectiveness, and low cost. This study developed an MSN agent to mediate and facilitate students' learning in a Web-based course. The students' acceptance of the MSN agent and its effect on learning community identification and learning achievement were investigated using the technology acceptance model. Results indicated that the MSN agent proved easy to use, and that students recognized its benefits with regard to their learning. In more detail, students perceived that the MSN agent would be beneficial to learning community identification, but this perceived usefulness had less effect on their learning achievement. However, it was found that perceived system usage of the MSN agent was significantly related to learning achievement, which differed from the result of analyzing students' perceived usefulness of the agent. Rather than using a systematic recording log, the perceived system usage of the MSN agent was measured through questionnaires. Interview feedback revealed that effective learning was related to the learners' engagement in the MSN agent and not just from their perceived usefulness of it. Therefore, the MSN agent could have more potential to facilitate students' learning in an online environment if learning activities related to study are designed to promote students' engagement. 相似文献
10.
Bryan H. Chen 《Interactive Learning Environments》2013,21(4):485-496
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 相似文献
11.
Simon Cassidy 《Assessment & Evaluation in Higher Education》2007,32(3):313-330
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process. 相似文献
12.
A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses
This article reports the results of a 2‐year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web‐based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner–learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade‐offs in balancing students' learning with their perceptions of the internet as a course delivery medium. 相似文献
13.
The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning
Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game – an iPad app called Motion Math: Hungry Fish – to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into “challenging” (experimental group) and “matching” (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction. 相似文献
14.
Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
15.
Woon Chia Liu C.K. John Wang Oon Seng Tan Caroline Koh Jessie Ee 《Learning and individual differences》2009,19(1):139-145
The use of project work (PW) or project-based learning has escalated in Singapore since its inception by the Ministry of Education in the year 2000. There is however little information on students' motivation, and their experience of PW over time. This study sought to identify homogeneous groups of students with distinct perceived locus of causality (PLOC) profiles using a cluster analytic approach, and to examine group differences in their perceived psychological needs, emotions, metacognition, and perceived skills learned in PW over time. Four distinct clusters of students were identified. The “high self-determined/low controlled” group was the most adaptive cluster, and the “low self-determined/high controlled” group was the least adaptive cluster. The study affirms that the self-determination theory (SDT) can provide important insights into the motivational processes in PW. It establishes that students' motivational regulations and their perceived needs satisfaction at the start of PW are related to their experience of and learning in PW. 相似文献
16.
《Learning and Instruction》2007,17(5):532-548
This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without being very directive. Forty-nine students participated in a regular web-based distance education course on work psychology. In two experimental conditions students were prompted to reflect on their learning process, and received feedback on their reflections, either from peer students or a tutor. These conditions were compared to a control condition in which students studied the regular course without reflection and feedback. In line with the hypothesis, results showed that reflection combined with feedback positively affected students' self-regulated learning. In addition, students in the condition with tutor feedback outperformed students in both other conditions on learning outcomes. 相似文献
17.
《The Internet and Higher Education》2002,5(3):267-281
The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences. 相似文献
18.
19.
Anguelina Popova Paul A. Kirschner Richard Joiner 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):330-339
A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximise learning. This study uses two well‐documented tools for learning from text—advance organisers and higher order questions—adapted for use with podcasts. Student evaluations of their experience of being primed for lectures with podcasts are described. The findings show that audio advance organisers and questions experienced by students have a positive influence on learning, because they help students bridge the conceptual distance between new and prior knowledge, better understand the topics in the lectures and stimulate thinking more deeply about the lecture's content and the possible applications of the subject of the lecture. 相似文献
20.
Interactive digital video provides students with control of computer visualization techniques and allows them to collect, analyze, and model two-dimensional motion data. Activities that use these techniques were developed for students to investigate the concept of frames of reference in various real-life situations. This investigation examines the effect on student learning and attitudes of using these materials in an introductory college physics course. The study measured students' computer attitudes and found improvement in students' feelings of comfort in using computers after completion of the activities. We found students' prior computer experience did not influence their perceptions of the activities. The majority of participants perceived discussion and the computer visualization techniques as being very effective in helping them learn, Students' understanding of the physics concepts were assessed and the participants' scores were compared with nonparticipants' scores. Although analysis of variance statistical procedures revealed no significant differences between the two groups, the results of this study indicate that sophisticated instructional video software can be perceived as easy to use and effective by students who are novices and experts in using computers. Thus, interactive digital video tools and activities have the potential to provide physics teachers with the latest technology to bring the active process of learning physics to their classroom. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 467–489, 1997. 相似文献