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1.
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
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基于社会性和探究社区理论框架,通过多元回归分析、结构方程模型等数据分析方法,本文探索了社会性、临场感与在线学习满意度之间的关系机制。研究发现,在线教学的社会性能够促进学生的教学临场感、社会临场感和认知临场感,而这三大临场感又能够显著提升学生的在线学习满意度;社会性与在线学习满意度之间存在链式中介效应,即社会性能通过促进教学临场感,进而促进学生的社会临场感,而社会临场感又能够促进学生的认知临场感,最终促进学生的在线学习满意度。研究结果有助于理解社会性学习环境对在线教学效果的影响机制,有助于广大教师开展更高质量的在线教学活动。 相似文献
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在在线学习环境中,社区感、社会存在感是影响学生成功和满意度的重要因素。在线学习领域的研究者和实践者越来越关注多媒体工具、富媒体教学方法对在线课堂中社区感、社会存在感的积极影响的有效性。此外,随着在线学习环境越来越多媒体化,计算机媒介学习环境的内在社会障碍可能会越来越少。因此,本文首先调研了相关的理论框架和概念,包括社会存在理论、计算机媒介交流环境中的社区;然后探讨了特定的多媒体方法对于社区建构、社会存在的有效性。 相似文献
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本研究目的在于探讨增强性的活动感知与网上学习的社会性互动本质之间的关系及其相互影响。作为一个基于设计的研究项目,我们已建立了对网路学习之社会性因素的深入了解,且开发了一个背景感知活动通知系统以支持活动感知,用于提升学习者网上学习的社会性技能。本研究通过问卷调查的方法收集资料,主要针对六门使用活动感知支持系统的网上学习课程,学生对其自身网上学习经验的认知。研究结果显示,学生获取活动讯息的途径、他们对活动讯息有效性的认知,对他们网上学习的社会性技能、社群归属感、以及学习满意度有正向的影响。此外,学生的网上社会性技能的组成要素也以不同的方式影响着他们的网上社群归属感和学习满意度,例如,学生对同伴与教师存在的感知以及分享个人资料的舒适度,影响着他们对社群归属感的认知;学生对教师存在的认识和社群归属感,也影响他们的学习满意度。 相似文献
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Yu-Chun Kuo 《The American journal of distance education》2013,27(4):241-252
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
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Maja Šerić 《European Journal of Education》2020,55(1):118-133
This article analyses the effects of technology-mediated (i.e., social media) and in-person communication (i.e., non-verbal cues) on student satisfaction in a higher education context. Data were collected among 221 college students from the University of Valencia (UVEG) in Spain and analysed from the perspective of the respondents' national culture. Contrary to expectations, the results show that neither one of the social media aspects drives student satisfaction, thus providing support for the technology paradox literature. Instead, three non-verbal communication cues are found to influence student satisfaction, i.e., paralanguage, kinesics, and chronemics. The moderating role of national culture on the examined relationships is also considered. The results reveal that national culture seems to only affect the relationship between chronemics and satisfaction. 相似文献
7.
Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model
Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education. 相似文献
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Instructor social presence involves instructors establishing their presence as “being there” in terms of frequency of communication and interaction with students as well as supporting students throughout the learning process (Lowenthal 2015). Instructor social presence can be constructed and maintained through the design and facilitation of online courses. Studies have indicated that instructor social presence can be correlated with increased learning satisfaction, engagement and achievement as well as learners perceptions of the instructor. This sequential explanatory mixed method study investigated the effects of instructor social presence on achievement, satisfaction and learner social presence and further sought to identify effective instructor social presence techniques in asynchronous online courses. The results of this study showed that the degree of instructor social presence significantly influenced instructor perceptions of student achievement. Findings also suggest that a well-designed collaborative learning activity can be an effective strategy for building instructor social presence. 相似文献
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This study sets up to test the extent to which gender variety moderates the impact of power disparity on group cognitive complexity (GCC) and satisfaction with the group in a collaborative learning setting. Using insights from gender differences in perceptions, orientations and conflict handling behavior in negotiation, as well as gender differences in exerting social influence in small group settings we hypothesize that gender variety alleviates the negative impact of power disparity on GCC and satisfaction. We test this hypothesis in a sample of 110 student groups and our results show that for high gender variety, power disparity has a small positive effect on GCC, while for low gender variety power disparity has a negative effect on GCC. In a similar vein we show that in gender homogeneous groups, power disparity has a negative association with satisfaction, while for mixed-gender groups the association between the two is not significant. We discuss (1) the implications of these results for the management of diversity in educational and organizational settings and (2) the use of cognitive mapping as a comprehensive evaluation tool for collaborative learning effectiveness. 相似文献
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Derrick E. D'Souza Joshua J. Daspit Pratigya Sigdyal 《Decision Sciences Journal of Innovative Education》2019,17(3):274-296
The use of clickers in the classroom has been linked to student learning. However, studies that examine the effects of clickers on learning often conceptualize a clicker exercise as a single, homogeneous cognitive processing (CP) event. We offer a conceptualization of sequenced cognitive activities that unfold during a clicker exercise. An inductive approach is adopted to identify three CP events that occur during a clicker exercise: an investigation event, a confirmation event, and a ratification event. We then use data collected from a sample of 187 students in an undergraduate business capstone course to explore the relationships between the three CP events and student learning. Contrary to expectations, not all CP events contribute positively to student learning. We discuss the implications of these findings and offer directions for future research that advance the understanding of clicker‐enhanced student learning. These insights afford instructors new options for optimizing the contributions of clicker exercises to student learning in their courses. 相似文献
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This paper considers the appropriateness of introducing formal learning agreements in a higher education institution (HEI). It begins by examining the current legal nature of the student/university relationship and the legal status of formal learning agreements. The paper then explores the impact of such agreements on student satisfaction by reviewing the literature pertaining to student satisfaction and discussing the findings from a collaborative inquiry (CI) event, questionnaires and semi‐structured interviews. It also considers the title that such an agreement should bear and the possible content of such an agreement. The conclusion reached, is that a judiciously constructed learning agreement can potentially improve the service that students receive, promote the notion that a student is a member of a community, influence student expectations and thus increase student satisfaction. It is therefore an option that should be carefully considered, particularly as the vast majority of students who responded to the questionnaire distributed as part of the study supported the introduction of learning agreements. 相似文献
12.
To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the availability of, and connectedness with, other students, the teacher, and the context. Cognitive presence as a part of the interaction process of teaching and learning reflects the level of accomplishment in online learning environments (cognitive attainment). The purpose of this article is to show some evidence of the mutual influence of the students' technological behaviors and the students' cognitive factors in online learning environments – including teacher and instructional design factors. Two thousand one-hundred thirty written computer-mediated communications from 88 participants in four prototypical online learning activities have been analyzed for this purpose. The analysis shows the influence of technological presence on the quality of learning results of the online knowledge construction process. The conclusions point out the importance of considering technological presence as a new and complementary type of presence as it provides relevant information for instructional and technological design. 相似文献
13.
The aim of this study was to investigate the relationship between students’ learning approaches to study on part‐time, distance‐learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface‐apathetic approach. Transfer of learning was measured by student self‐report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface‐apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning. 相似文献
14.
Emtinan Alqurashi 《Distance Education》2019,40(1):133-148
Student satisfaction is used as one of the key elements to evaluate online courses, while perceived learning is considered as an indicator of learning. This study aimed to explore how online learning self-efficacy (OLSE), learner–content interaction (LCI), learner–instructor interaction (LII), and learner–learner interaction (LLI) can predict student satisfaction and perceived learning. A total of 167 students participated in this study. Regression results revealed that the overall model with all four predictor variables (OLSE, LCI, LII, and LLI) was significantly predictive of satisfaction and perceived learning. The study found that LCI was the strongest and most significant predictor of student satisfaction, while OLSE was the strongest and most significant predictor of perceived learning. However, LLI was not predictive of student satisfaction and perceived learning. This study suggests that instructors employ strategies that enhance students’ OLSE, LCI, and LII. Research is needed to understand how LLI fosters student learning and satisfaction. 相似文献
15.
This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments. 相似文献
16.
Deborah L. Kellogg Marlene A. Smith 《Decision Sciences Journal of Innovative Education》2009,7(2):433-456
Faculty teaching in online environments are universally encouraged to incorporate a variety of student‐to‐student learning activities into their courses. Although there is a body of both theoretical and empirical work supporting this, adult professional students participating in an online MBA program at an urban business school reported being at best indifferent and often negative regarding these learning activities. A case study was performed to explore how pervasive this attitude was and the possible reasons for it. Through various sources of data and exploration, we discovered that common interactive modalities are not associated with either perceived learning or satisfaction. A content analysis of a data analysis course revealed that 64.5% of responses recalled student‐to‐student interactivities when responding to a “learned least from” query. We identified three possible reasons for these negative responses: time inefficiency, interaction dysfunction, and flexibility intrusion. We conclude that, although some working professional students probably do learn from student‐to‐student interactivity, the costs incurred may be too great. If working adult students present a different profile than those students typically represented in academic research and thus have different needs and expectations, we may need to rethink the design of online education delivered to them. 相似文献
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Julie Watts 《Technical Communication Quarterly》2019,28(3):254-270
To help prepare students for the rigors of an online master’s degree in technical and professional communication, I created a course-embedded online student orientation (OSO) structured by the community of inquiry theory of online learning. The study researched the effect of the OSO on student satisfaction, student perceptions of online learning, and students’ program retention. The OSO was effective in helping students to reflect on their learning and demonstrated students’ interest in peer collaboration. 相似文献
20.
Dipl.-Psych. Irmela Blüthmann 《Zeitschrift für Erziehungswissenschaft》2012,15(2):273-303
Which factors influence the satisfaction level of Bachelor students? Hypotheses on the influence of study-related factors on student satisfaction will be drawn from previous findings and a theoretical model. These will be tested on the basis of a survey of Bachelor students at the Free University Berlin (n?=?2591) using multi-level analysis. On the first level (students), individual characteristics (e.g. subject interest) and subjective assessment of study process (e.g. quality of teaching and supervision) will be investigated. On the second level (study program), the influence of structural program characteristics will be tested: configuration and structure (subjective assessment) and average class size (objective variable). This procedure makes it possible to assess and compare the relative influence of the predictors. The results show that the variables which are directly related to the learning process (quality of teaching, study atmosphere, individual motivation for learning and acquired subject knowledge) display the strongest link to student satisfaction levels. In relation to study program, the configuration of the study program also has a highly significant effect on student satisfaction, whilst average class size is only relevant, if the subjective assessment of study process characteristics (quality of teaching and supervision and study atmosphere) are not used as predictors. The findings are used in the final section to provide starting points for an improvement in student satisfaction levels. 相似文献