Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics
Universal-Publishers, 2003 - 252 páginas
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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Statement of the Problem
Significance of the Study
Creating Interaction Variables From Factors
Summary of Findings
Letter of Approval Exempt Status Human Subjects Committee
activities addressed analysis assess assignments associates Billings communications completed computer skills concept conducted confidence construct validity contributed controlling for student correlations course content criterion descriptive developed discussions distance education distance living effect electronic enroll enroll in future environment environmental et al evaluation examined experiences face-to-face interactions factor faculty Finally findings format four further future Web-based courses Hypothesis impact important included indicated influence input instructor interaction variables Internet issues knowledge Learner Learner-Instructor Learner-Interface Learner-Learner learning likelihood main campus medium miss negative nursing obtained occur online course overall participation perceived perceptions performance positive Practice predicting predictor Presence ratings regarding regression regression analysis regression coefficient relationship reported response satisfied selected setting significant social specific statistically student characteristics student outcomes student satisfaction subjects subscale Table testing Thurmond traditional classroom understanding variance Web-based courses
Página 212 - Moore, MG (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.