Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics

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Universal-Publishers, 2003 - 252 páginas
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Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.
 

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Conteúdo

Statement of the Problem
10
Significance of the Study
12
Assumptions
20
CHAPTER III
72
CHAPTER IV
103
Creating Interaction Variables From Factors
131
Summary of Findings
160
Study Design
166
Theoretical Issues
184
Recommendations
195
References
201
Letter of Approval Exempt Status Human Subjects Committee
230

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Página 212 - Moore, MG (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Página 215 - Web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33, 25 1-262.

Informações bibliográficas