Exploring Adult Learners’ Preferences toward Online Learning Environments: The Role of Internet Self-efficacy and Attitudes

Jan, Yeh I; Kao, Chia‐Pin; Huang, Chin-Hua; Wei, Chang‐Kuo

doi:10.1080/09720073.2013.11891374

Cited by 3 publications

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“…Therefore, the result is in accordance with the studies results of (Lei & So, 2021;Xie, Debacker, & Ferguson, 2006) studies. Recent studies have shown that positive online attitudes positively influence students' preferences for online learning (I-Jan et al, 2013). It indicates that students with positive attitudes are highly believed to enjoy online learning more.…”

Section: Discussionmentioning

confidence: 99%

The Factors of Individuals and Course on Students' Motivation within Hybrid Learning Process

2023

FWU Journal

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The use of online learning has become ubiquitous in the learning process. This study investigated the impact of different factors on students' motivation within synchronized and asynchronized learning. A quantitative research design was applied, and data was gathered using a survey method from the university students. A total of 254 dataset were analyzed and the results found that 51.9% of the students were reported to have moderate to high level of motivation, and 48.1% had low level of motivation to learning. Additionally, individual and course factors (attitudes, course difficulty and learning styles) play a beneficial effect in students' motivation within synchronized and asynchronized learning. This study concluded that individuals, course and other factors can undoubtedly influence students learning process. However, this study findings contributed to literature in educational contexts and are useful to the universities in Jordan to consider the use of hybrid learning practices to enhance the level of student's motivation.

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Section: Discussionmentioning

confidence: 99%

The Factors of Individuals and Course on Students' Motivation within Hybrid Learning Process

2023

FWU Journal

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Students’ Self-Efficacy and Attitudes Toward Web-Based Recipe Learning in Taiwan Culinary Education

Wang

Tsai

2017

Asia-Pacific Edu Res

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A missing theoretical element of online higher education student attrition, retention, and progress: a systematic literature review

Rotar

2022

SN Soc Sci

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Online learning technologies have facilitated higher education in many ways, making it more flexible and available for learners with multiple life and work responsibilities. Yet information regarding graduation rates suggests that the vast majority of online learners drop out. By systematically analysing 30 empirical studies published between 2009 and 2020, this paper aims to highlight factors critical for online students’ attrition, retention, or progress, focusing on the adult student population. Four groups of factors influencing adult students’ online learning were identified: (a) student factors, (b) course factors, (c) social factors, and (d) support factors. These four groups are analysed and discussed in light of selected theoretical models on student attrition, retention, and progress. The results show that student support remains a missing element in these models. Finally, recommendations based on the study findings are offered.

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Exploring Adult Learners’ Preferences toward Online Learning Environments: The Role of Internet Self-efficacy and Attitudes

Cited by 3 publications

References 1 publication

The Factors of Individuals and Course on Students' Motivation within Hybrid Learning Process

The Factors of Individuals and Course on Students' Motivation within Hybrid Learning Process

Students’ Self-Efficacy and Attitudes Toward Web-Based Recipe Learning in Taiwan Culinary Education

A missing theoretical element of online higher education student attrition, retention, and progress: a systematic literature review

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