Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning

Lee, Sang Joon; Srinivasan, Sandhya; Trail, Trudian; Lewis, David C.; Lopez, Samantha

doi:10.1016/j.iheduc.2011.04.001

Cited by 318 publications

(268 citation statements)

References 19 publications

Supporting

Mentioning

196

Contrasting

Unclassified

Order By: Relevance

“…In contrast, some instructors have worried that students might not have the technical skills to allow them to learn effectively in online environments. Various studies have shown that, even as online education has become more prevalent, students' essential technical skills for online learning have varied widely (Arif, 2001;Lee, Srinivasan, Trail, Lewis, & Lopez, 2011;Sahin & Shelley, 2008). Indeed, instructors' concerns about students' technical skills are output quality issues, since students' abilities to use technologies are essential for those technologies to be effective.…”

Section: Perceived Usefulness (Pu)mentioning

confidence: 99%

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Wingo

Ivankova

Moss

2017

OLJ

244

193

View full text Add to dashboard Cite

Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that have influenced faculty's adoption of online delivery methods for courses and their willingness to continue to teach online. This paper presents the results of a synthesis of 67 empirical studies about faculty teaching online published between 1995 and 2015, using TAM2 constructs as an organizing framework. This validated model provided a lens for understanding research about faculty perceptions of the user-friendliness and ease of use of technology for online course delivery, as well as the overall experience of teaching online. Studies in this review revealed concerns among faculty regarding their perceived barriers to student success in online classes, uncertainty about their image as online instructors, technical support needs, and their desire for reasonable workload and manageable class enrollments in online classes.

show abstract

Section: Perceived Usefulness (Pu)mentioning

confidence: 99%

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Wingo

Ivankova

Moss

2017

OLJ

244

193

View full text Add to dashboard Cite

show abstract

“…8, No. 2; 1999; Daghan & Akkoyunlu, 2012;Lee et al, 2011;Dorman, 2003) and they primarily tend to validate different learning environment instruments. Comparisons between European, and especially former socialist, countries are even more unusual.…”

Section: Learning Environment and Motivationmentioning

confidence: 99%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

View full text Add to dashboard Cite

The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes and confidence. Recent theories that deal with 'powerful learning environments ' (Fraser, 2002) stress that the teacher should not look only at the physical aspects of the environment in which learning takes place, but also at the learner's perceptions and beliefs. The importance of multiple aspects of learning environments will be stressed and some recommendations for improving the effectiveness of these environments will be given. Additionally, some theoretical concepts of learning environments will be reviewed. We will examine empirically the differences and correlations that occur in adult learners' motivation and attitudes due to their psycho-social and physical learning environment. An international comparison between various post-socialist countries has also been carried out.

show abstract

“…The questionnaire was adapted from dozens of other studies with five thematic constructs: feedback (Strijbos, Narciss, & Dünnebier, 2010), motivation (Nie & Lau, 2010), collaboration (Stump, Hilperta, Husman, Chung, & Kim, 2011), and course satisfaction (Lee, Srinivasan, Trail, Lewis, & Lopez, 2011). All of the constructs were measured through the use of 5-point Likert-type scales (1=completely disagree; 5=completely agree).…”

Section: Questionnairementioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

View full text Add to dashboard Cite

This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

show abstract

Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning

Cited by 318 publications

References 19 publications

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Contact Info

Product

Resources

About