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1.
Compared with fully face-to-face or online learning environments, implementation of hybrid learning spaces is costly given the spaces making all learning options available for learners. Therefore, decisions on investments in hybrid learning are critical for institutions. Satisfaction and experience of learners is one of the important indicators for assessing the cost-effectiveness of learning space implementation; thus, predictions of learners' satisfaction and experience can inform institutions' decision making on learning space investments. Moreover, learning competences are found correlated with learners' satisfaction and experience in general and e-learning settings. Therefore, the present study aimed at exploring predictive learning competences for hybrid learners' experience and satisfaction. A hybrid learning space was built upon a proposed model at Shanghai Open University. 211 students’ learning competences and their satisfaction and experience in the hybrid learning space were examined. The results showed that except cognitive engagement competence, most predictive competences were not significantly associated with hybrid learners' satisfaction and experience. The findings indicated that since hybrid learning keeps all options available, to experience satisfying learning, students need not have certain competences but cognitive engagement competence, which is correlated with learners' cognitive ability to figure out the right mix of learning options.  相似文献   

2.
This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e‐learning. Five hundred and twenty‐two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e‐learning systems. The results of analysis of variance and structural equation modelling analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e‐learning system. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e‐learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e‐learning system satisfaction. The implications of these results for the management of e‐learning systems are discussed.  相似文献   

3.
This study was conducted to assess the predictive relationships among delivery mode (DM), self-perceived learner-to-teacher interaction, self-rated computer skill, prior distance learning experience, and learners' satisfaction and outcomes. Participants were enrolled in courses which used three different DMs: face-to-face, satellite broadcasting, and live video-streaming (LVS). In each case, the course was offered simultaneously by the same teacher via all three formats. The results indicated no predictive utility of delivery mode for self-perceived learner-to-teacher interaction. On the other hand, the results supported the validity of self-perceived learner-to-teacher interaction as a predictor for student satisfaction and learning outcomes (measured by course final grades). To a lesser extent, self-rated computer skills and the number of distance learning courses taken played a weak role in learning outcomes and students' satisfaction. Overall, findings from the study support prior research that has reported the importance of learner-to-teacher interaction in learning outcomes and satisfaction of distance education students.  相似文献   

4.
ABSTRACT Various factors influence e‐learners' feelings of satisfaction and dissatisfaction with their e‐learning experience, but from an extensive search with six major academic research databases we did not find any research that demonstrated comprehensive profiles of satisfying and dissatisfying factors in e‐learning. We conducted a qualitative study to initiate the effort. We used Thorndike's law of effect and Herzberg's motivation‐hygiene theory as the conceptual frameworks for our study. Thorndike's law of effect applied to human psychology suggests that people would try to avoid annoying stimuli whereas they would try to preserve satisfying stimuli. Herzberg's motivation‐hygiene theory suggests that different factors influence extreme satisfaction and extreme dissatisfaction on the job. Using the two theories as the conceptual frameworks, we revealed profiles of satisfaction‐dissatisfaction factors in e‐learning by analyzing extant data of course evaluation obtained from 17 e‐learning courses. In this article, we provide recommendations on how other e‐learning institutions might utilize the research findings to optimize their e‐learning programs and we discuss the potential impact of such interventions on overall institutional outcomes such as learner retention.  相似文献   

5.
Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education.  相似文献   

6.
Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user experience and relating this to the actual student usage of the eLearning system. This study addresses this gap by conceptualizing and measuring the eLearners' experience from two integrated perspectives: (1) the learners' affective perceptions using the flow model and (2) the learners' technology acceptance using the Technology Acceptance Model. The integrated perspective proposes that the users' acceptance and the affective responses toward a particular system are two important factors in determining the users' intentional and actual behaviors, which in turn, influence user participation and engagement with the system. The data was collected in 2004 directly from 964 students using a Web‐based eLearning system called CECIL ( http://www.cecil.edu ) at the University of Auckland. The conclusions drawn from the results of the study using a structural equation model support the use of the integrated model for investigating eLearner behavior. The research implications of our findings are discussed.  相似文献   

7.
This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10″ and 7″. Results suggest that screen size could affect learners' perceived self-efficacy in using 10″ and 7″ e-books. Interactive learning environments, acceptable screen size, perceived self-regulation, and self-efficacy could positively influence perceived satisfaction with and usefulness of e-books as learning tools. Perceived satisfaction and usefulness are crucial factors in learner behavioral intention which, in turn, contributes to learning effectiveness. The paper also proposes a conceptual research model based on the activity theory approach.  相似文献   

8.
Learning persistence in a cyber-learning environment is not only an index determining the success or failure of individual learners but also a source of important information to establish the management direction of educational programs in an organization. Accordingly, learners need to be motivated to continue to grow in order to ensure both qualitative improvement and quantitative growth of cyber learning. However, previous research on successful and continuous learning has considered the factors relevant to learning persistence independently from satisfaction and only investigated the correlation and prediction, rather than examining the comprehensive causal relationships. Accordingly, the current study established self-regulated learning as an exogenous variable, and learning flow, satisfaction, and learning persistence as endogenous variables. We investigated the structural causal relationships among these variables by using structural equation model (SEM). We collected data from 594 students in W Cyber University and conducted surveys regarding self-regulated learning, flow, satisfaction, and learning persistence. In the study results, the self-regulated learning ability of cyber-university students directly affected learning flow (β = .420), learning flow directly affected satisfaction, and learning flow (β = .464) and satisfaction (β = .354) directly affected learning persistence. The SEM results showed that learning flow intermediated between self-regulated learning ability and satisfaction and between self-regulated learning ability and learning persistence. In addition, satisfaction intermediated between learning flow and learning persistence. In the concluding remarks, we suggest the necessary strategies for planning and managing a successful learning process for effective cyber education.  相似文献   

9.
The addition of animated pedagogical agents (APAs) in computer-assisted learning (CAL) systems could successfully enhance students' learning motivation and engagement in learning activities. Conventionally, the APA incorporated multimedia materials are constructed through the cooperation of teachers and software programmers. However, the thinking and technical gap between two roles, a concept/content provider (teacher) and an implementer (software programmer), may lead to the concept distortion and loss in the final teaching material implementations. This often results in preventing a teacher from preparing his or her own APA-based multimedia learning systems. This study aims to develop a courseware to facilitate the CAL through the combination of the two roles into a single one and then teachers can use it freely by themselves. The courseware can help teachers to develop appropriate multimedia instructional materials incorporating APAs, which attracts students' attention and enhances their interest in learning. Furthermore, in this study two separate trial experiments were conducted to measure the teachers' satisfaction with the courseware and students' learning motivation after using APA-based multimedia learning systems. The results show that the participating teachers were satisfied with the courseware and would like to apply it in their instruction. Moreover, the participating students were strongly motivated by the customized APA-based multimedia learning systems. Therefore, the proposed courseware could give teachers a good opportunity to add pedagogical value to the curriculum, so that students' learning interest and motivation could be enhanced.  相似文献   

10.
Informed by the cognitive theory of multimedia learning, this study examined the effects of three multimedia design principles on undergraduate students' learning outcomes and perceived learning difficulty in the context of learning entomology from an educational video. These principles included segmenting the video into smaller units, signalling to direct students' attention to relevant information, and weeding to remove any non-essential content (SSW). It was hypothesized that the SSW treatment would decrease perceived learning difficulty and facilitate the transfer of knowledge and the structural knowledge acquisition. Results of the study demonstrate that participants in the SSW group outperformed the non-SSW group on the tests of knowledge transfer and structural knowledge acquisition and reported lower levels of learning difficulty. These findings support the use of SSW to help novice learners organize and integrate knowledge from complex, dynamic audio-visual media like video.  相似文献   

11.
This paper explores the connection between participation in community-based adult learning (CBAL) and the development of social capital. It is based on a life-history study of participation in community-based adult learning opportunities undertaken in two local authority areas in Scotland. A life-history approach was chosen in order to ensure that the learners' perspectives were at the heart of the research while taking account of the context in which learning took place. Two semi-structured life history interviews were carried out with each of 10 learners and data were analysed in three stages, which led to the identification of cross-cutting themes. The paper explores the learners' experiences of participating in CBAL as described by them. It confirms for CBAL what has been established previously for other types of adult learning, namely that participation can support the development of social capital for some learners. Furthermore, it is argued that other learners were able to recover decreased or lost social capital through their participation. The paper contributes to an understanding of community-based adult learning as part of the continuum of lifelong learning opportunities, as it illustrates the potential of CBAL not only to support the development of social capital, but also to help learners recover capital that might have decreased through their life circumstances.  相似文献   

12.
With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.  相似文献   

13.
Based on the perspective of Self-Determination Theory (SDT), this research examined the mediating role of teachers’ psychological needs satisfaction in explaining the relationships between perceived principal’s learning support and teachers’ work-related outcomes. Results from a convenience sample of 180 Singapore primary school teachers revealed that perceived principal’s learning support directly predicted psychological needs satisfaction (i.e. autonomy, competence and relatedness), change-oriented work behaviour and organisational commitment. Psychological needs satisfaction partially mediated the relationships between perceived principal’s learning support and change-oriented work behaviour as well as organisational commitment. The findings could contribute useful insights to teacher education and SDT research and practice.  相似文献   

14.
In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor–student and student–student, synchronous and asynchronous communication. The initial research of this paper reports the typical low usage of these capabilities. The main research attempted to ameliorate this problem by the provision of tools to promote a sense of social awareness as self‐presence and copresence, and evaluation techniques to analyse e‐learners' interactions. Data was obtained from prepost questionnaires, log files and social network analysis which augmented the data provided by the tools embedded in Moodle. The results indicate the importance of social awareness in effective e‐learning; the quality of active participation can be increased by the use of associated tools. The e‐tutor's role is still pivotal to facilitate and to support such engagement towards collaborative learning. Implications for future research suggest that social awareness tools and evaluation techniques can create awareness cues in an interface with a potential impact on learning.  相似文献   

15.
There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio‐ and video‐taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the effectiveness of the various course components led to the identification of three factors that mediated the development of participants' NOS views during the intervention: (a) contextual factors (context of argumentation, mode of argumentation), (b) task‐specific factors (argumentation scaffolds, epistemological probes, consideration of alternative data and explanations), and (c) personal factors (perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, durability and persistence of pre‐existing beliefs). The results of this study provide evidence to support the inclusion of explicit NOS and argumentation instruction as a context for learning about NOS, and promote consideration of this instructional approach in future studies which aim to enhance learners' views of NOS. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1137–1164, 2010  相似文献   

16.
The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e‐learning and professional development for e‐learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e‐learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e‐learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e‐learning in appropriate and rewarding directions.  相似文献   

17.
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   

18.
E‐learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e‐learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty‐based focus groups and individual interviews. Factors identified as influential to adoption of e‐learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation.  相似文献   

19.
In the past decade, a number of personalized learning systems have been developed and they mainly focus on learners' prior knowledge. On the other hand, previous research suggested that gender differences and cognitive styles have great effects on student learning. To this end, this study examines how human factors, especially gender differences and cognitive styles, affect learners' reactions to a personalized and non-personalized learning systems based on learners' prior knowledge. Forty-four university students participated in this study. The results show that females and Serialists show positive reactions to the personalized learning system, while males and Holists demonstrate similar reactions to the personalized learning system and the non-personalized learning system. The implications of these results for the design of personalized learning systems are discussed.  相似文献   

20.
Two basic mechanisms for organisational learning in schools   总被引：1，自引：0，他引：1  
SUMMARY In recent literature on teachers' professional communities and organisational learning in schools the focus is on conditions fostering teacher professional developments. Less attention has been paid to clarifying these concepts and to analysing the processes and the full range of outcomes of organisational learning in schools. The question in this article is whether and how teachers' professional communities can play a role in organisational learning and professional development. Firstly, recent research literature on teachers' workplace conditions, teachers' professional communities, and organisational learning in schools is discussed. Next, two basic mechanisms for organisational learning in schools are presented. Some conclusions are that the opportunities for steering intentional organisational learning in the school context are only weak, and that a balance should be created in the school between diverging conditions for organisational learning  相似文献   

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