This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal orientation, perceived task value, and self-efficacy. A model was generated to depict the dynamic relationships among these constructs and the outcome measure of learning satisfaction. Factor analyses highlight four dimensions of social ability: social presence-students, social presence-instructors, social navigation, and written communication skills. The results of applying structural equation modeling to data from a sample of 110 online students show the importance of students' perceived task value, self efficacy, and social ability for satisfaction in online learning.
Distance education has the unique characteristic of using technologies as the primary means of delivery of instruction and interaction. The present study contributes to research dedicated to explaining or predicting phenomena related to distance education, and has four objectives: (1) to identify specific social and technological factors affecting online students' behavior of using technology, (2) to conceptualize a theoretical model to better represent the relationships among the salient factors, (3) to examine how the elements in the theoretical model influence students' learning perceptions and satisfaction in the distance education program, and (4) to compare the proposed model with prior work to model and explain online behavior and satisfaction. For the purpose of advancing understanding of the roles of social and technological factors in a distance learning environment, this study proposed a unified theoretical model based upon four attitude-behavior models, the Theory of Reasoned Action (TRA), the Technology Acceptance Model (TAM), the Theory of Planned Behavior (TPB), and the decomposed TPB. By reviewing and identifying salient factors in each model, this study attempts to construct a measurable Unified Model of Technology Appropriation (UMTA) integrating the identified factors so as to best overcome the limitations of each model. The study investigated a distance education program providing both a physical and virtual place to support enrolled students in a Midwest state university to learn knowledge and skills by doing. Instructional materials and supports were delivered through a network-based learning system as well as other communication tools. Data collection included self-report questionnaires and computer-recorded system usage data. Among the statistically significant paths found in UMTA, subjective norm (instructor/mentor/peer influence) had the strongest relationship to students' technology appropriation behavior, while perceived behavioral control (self-efficacy and technology/resource facilitating conditions) had the strongest impact on students' satisfaction. These findings have important implications for system designers, online educators, and distance education program managers. In order to reduce students' frustration, not only online instructors but also program managers need to provide and assure the availability of external supports including mentoring and technical supports. System designers, on the other hand, have to enhance the system's ease of use through good design and by providing clear instructions. Results of the present study should help to better manage online courses by focusing attention on social influences and control factors in a distance education program..
Web-based learning environments have become an integral part of both traditional face-to-face and online education (Bonk & Graham, 2006; Moore, 2005). Over the past decade, the boom of online learning has contributed to the creation of course management systems that are designed to provide better accessibility to students. Many of the systems claim to support pedagogical visions with good human-computer interfaces (HCI) that encourage peer collaboration, knowledge construction, mentoring, and community building, using such basic tools as content management, course delivery, discussion boards, and assessment modules. The functionalities of a Web-based learning environment can either dictate or extend the instructional activities that a teacher can apply in the classroom.
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