Student satisfaction and learning outcomes in e-learning: an introduction to empirical research
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey
Information Science Reference
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book familiarizes prospective researchers with processes and topics for conducting research in e-learning, addressing Theoretical Frameworks, Empirical Research Methods and Tutorial, Factors Influencing Student Satisfaction and Learning Outcomes, and Other Applications of Theory and Method"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXVI, 443 S. |
| ISBN: | 9781609606152 |
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| 245 | 1 | 0 | |a Student satisfaction and learning outcomes in e-learning |b an introduction to empirical research |c Sean B. Eom and J. B. Arbaugh, editors |
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TABLE OF CONTENTS
PREFACE XIV
SECTION 1
THEORETICAL FRAMEWORKS
CHAPTER 1 MULTI-DISCIPLINARY STUDIES IN ONLINE BUSINESS EDUCATION:
OBSERVATIONS, FUTURE DIRECTIONS, AND EXTENSIONS 1
J. B. ARBAUGH, UNIVERSITY OFWISCONSIN OSHKOSH, USA
CHAPTER2 LEARNING AND SATISFACTION IN ONLINE COMMUNITIES OFINQUIRY 23
ZEHRA AKYOL, CANADA D. RANDY GARRISON, UNIVERSITY OFCALGARY, CANADA
SECTION 2
EMPIRICAL RESEARCH METHODS AND TUTORIAL
CHAPTER3 A REVIEW OFRESEARCH METHODS IN ONLINE AND BLENDED BUSINESS
EDUCATION: 2000-2009 37 J. B. ARBAUGH, UNIVERSITY OF WISCONSIN OSHKOSH,
USA ALVIN HWANG, PACE UNIVERSITY, USA
BIRGIT LEISEN POLLACK, UNIVERSITY OF WISCONSIN OSHKOSH, USA
CHAPTER4 AN INTRODUCTION TO PATH ANALYSIS MODELING USING LISREL 57
SEAN B. EOM, SOUTHEAST MISSOURI STATE UNIVERSITY, USA
CHAPTER 5 TESTING THE DELONE-MCLEAN MODEL OFINFORMATION SYSTEM SUCCESS
IN AN E-LEARNING CONTEXT 82 SEAN B. EOM, SOUTHEAST MISSOURI STATE
UNIVERSITY, USA JAMES STAPLETON, SOUTHEAST MISSOURI STATE UNIVERSITY,
USA
IMAGE 2
CHAPTER 6
AN INTRODUCTION TO STRUCTURAL EQUATION MODELING (SEM) AND THE PARTIAL
LEAST SQUARES (PLS) METHODOLOGY 110
NIEHOLAS J ASHILL, AMERIEAN UNIVERSITY OF SHARJAH, UNITED ARAB EMIRATES
CHAPTER 7 USING EXPERIMENTAL RESEARCH TO INVESTIGATE STUDENTS
STATISTFACTION WITH ONLINE LEAMING 130 ART W BANGERT, MONTANA STATE
UNIVERSITY, USA
CHAPTER 8 STUDENT PERFORMANCE IN E-LEAMING ENVIRONMENTS: AN EMPIRICAL
ANALYSIS THROUGH DATA-M INING 149
CONSTANTA-NIEOLETA BODEA, AEADEMY OF EEONOMIE STUDIES, ROMANIA VASILE
BODEA, AEADEMY OF EEONOMIE STUDIES, ROMANIA ION GH. RO~CA, AEADEMY OF
EEONOMIE STUDIES, ROMANIA RADU MOGOS, AEADEMY OF EEONOMIE STUDIES,
ROMANIA
MARIA-IULIANA DASEALU, AEADEMY OF EEONOMIE STUDIES, ROMANIA
CHAPTER9 HOW TO DESIGN, DEVELOP, AND DELIVER SUCCESSFUL E-LEAMING
INITIATIVES 195
CLYDE HOLSAPPLE, UNIVERSITY OF KENTUEKY, USA ANITA LEE-POST, UNIVERSITY
OF KENTUEKY, USA
SEETION 3
FACTORS INFTUENCING STUDENT SATISFACTION AND LEARNING OUTCOMES
CHAPTER 10 QUALITY ASSURANCE IN E-LEAMING 23 I
STAEEY MECROSKEY, ONLINE ADJUNET PROFESSOR, USA JAMISON V.KOVAEH,
UNIVERSITY OF HOUSTON, USA XIN (DAVID) DING, UNIVERSITY OF HOUSTON, USA
SUSAN MIERTSEHIN, UNIVERSITY OF HOUSTON, USA
SHARON LUND 0 NEIL, UNIVERSITY OF HOUSTON, USA
CHAPTER 11 MEASURING SUCCESS IN A SYNCHRONOUS VIRTUAL CLASSROOM 249
FLORENEE MARTIN, UNIVERSITY OF NORTH CAROLINA WILMINGTON, USA MICHEIE A.
PARKER, UNIVERSITY OF NORTH CAROLINA WILMINGTON, USA ABDOU NDOYE,
UNIVERSITY OF NORTH CAROLINA WILMINGTON, USA
CHAPTER 12 FACTORS INFLUENCING USER SATISFACTION WITH INTEMET-BASED
E-LEAMING IN CORPORATE SOUTH AFRICA 267 CRAIG CADENHEAD, UNIVERSITY
OFCAPE TOWN, SOUTH AFRIEA JEAN-PAUL VAN BELLE, UNIVERSITY OF CAPE TOWN,
SOUTH AFRIEA
IMAGE 3
CHAPTER 13
STUDENT PERSONALITY AND LEARNING OUTCOMES IN E-LEARNING: AN INTRODUCTION
TO EMPIRICAL RESEARCH 294
EYONG B. KIM, UNIVERSITY 0/ HARTFORD, USA
CHAPTER 14 A METHOD FOR ADAPTING LEARNING OBJECTS TO STUDENTS
PREFERENCES 316
ANA SANZ ESTEBAN, UNIVERSITY CARLOS III 0/ MADRID, SPAIN JAVIER SALDAIIA
RAMOS, UNIVERSITY CARLOS III 0/ MADRID, SPAIN ANTONIO DE AMESEUA SEEO,
UNIVERSITY CARLOS III 0/ MADRID, SPAIN
SECTION 4
OTHER APPLICATIONS OFTHEORY AND METHOD
CHAPTER 15 UNDERSTANDING GRADUATE STUDENTS INTENDED USE OF DISTANCE
EDUCATION PLATFORMS 340 MARIA DEI CARMEN JIMENEZ-MUNGUIA, UNIVERSIDAD DE
LAS AMERIEAS PUEBLA, MEXIEO LUIS FELIPE LUNA-REYES, UNIVERSIDAD DE LAS
AMERIEAS PUEBLA, MEXIEO
CHAPTER 16 ONLINE PROJECT-BASED LEARNING: STUDENTS VIEWS, CONCERNS AND
SUGGESTIONS 357
ERMAN YUKSELTURK, MIDDLE EAST TEEHNIEAL UNIVERSITY, TURKEY MELTEM HURI
BATURAY, KMKKALE UNIVERSITY, TURKEY
CHAPTER 17 STUDENTS PERCEPTION, INTERACTION, AND SATISFACTION IN THE
INTERACTIVE BLENDED COURSES:
A CASE STUDY 375
BNYAMIN ATIEI, FIRAT UNIVERSITY, TURKEY YALLN KILL(; TREI, FIRAT
UNIVERSITY, TURKEY
COMPILATION OF REFERENCES 392
ABOUT THE CONTRIBUTORS 430
INDEX 438
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DETAILED TABLE OF CONTENTS
PREFACE XIV
SECTION 1
THEORETICAL FRAMEWORKS
THE FIRST SECTION, THEORETICAL FRAMEWORKS, INTRODUCES READERS TO
EMERGING METHODOLOGICAL AND THEORETICAL PERSPECTIVES FOR EFFECTIVE
EMPIRICAL E-IEAMING RESEARCH. THE TWO CHAPTERS IN THE BOOK S FIRST
SECTION PRESENT A CASE FOR INCREASED USE OF MULTI-COURSE,
MULTI-DISCIPLINARY STUDIES AND PROVIDE AN OVERVIEW AND APPLICATION OF AN
INCREASINGLY INFLUENTIAL MODEL OF E-IEAMING EFFECTIVENESS, THE COMMUNITY
OFINQUIRY
FRAMEWORK.
CHAPTER 1 MULTI-DISCIPLINARY STUDIES IN ONLINE BUSINESS EDUCATION:
OBSERVATIONS, FUTURE DIRECTIONS, AND EXTENSIONS I
J. B. ARBAUGH, UNIVERSITY OF WISCONSIN OSHKOSH, USA
THIS CHAPTER ARGUES THAT RESEARCH IN ONLINE TEACHING AND LEAMING IN
HIGHER EDUCATION SHOULD TAKE A MULTI-DISCIPLINARY ORIENTATION,
ESPECIALLY IN SETTINGS WHOSE CURRICULA ARE DRAWN FROM SEVERAL
DISCIPLINARY PERSPECTIVES SUCH AS BUSINESS SCHOOLS. THE BENEFITS OF A
MULTI-DISCIPLINARY APPROACH INCLUDE CURRICULUM INTEGRATION AND ENHANCED
COMMUNICATION AND COLLECTIVE METHODOLOGICAL ADVANCEMENT AMONG
ONLINE TEACHING AND LEAMING SCHOLARS FROM THE DISCIPLINES THAT COMPRISE
THE INTEGRATED CURRICULA. AFTER REVIEWING MULTI-DISCIPLINARY STUDIES IN
BUSINESS EDUCATION PUBLISHED TO DATE, THE CHAPTER CONCLUDES WITH
RECOMMENDATIONS FOR ADVANCING RESEARCH IN THIS EMERGING STREAM. SOME OF
THE PRIMARY RECOMMENDATIONS INCLUDE THE USE OF ACADEMIC DISCIPLINE AS A
MODERATING VARIABLE; MORE STUDIES INCORPORATE
SAMPIES COMPRISED OFFACULTY AND/OR UNDERGRADUATE STUDENTS, AND THE
DEVELOPMENT OFMORE COMPREHENSIVE MEASURES OF STUDENT LEAMING.
CHAPTER2 LEAMING AND SATISFACTION IN ONLINE COMMUNITIES OFINQUIRY 23
ZEHRA AKYOL, CANADA D. RANDY GARRISON, UNIVERSITY OFCALGARY, CANADA
IMAGE 5
THE PURPOSE OFTHIS CHAPTER IS TO EXPLAIN THE CAPABILITY OFTHE COMMUNITY
OFINQUIRY (COI) FRAMEWORK
AS A RESEARCH MODEL TO STUDY STUDENT LEARNING AND SATISFACTION. THE
FRAMEWORK IDENTIFIES THREE ELEMENTS (SOCIAL, COGNITIVE AND TEACHING
PRESENCE) THAT CONTRIBUTE DIRECTLY TO THE SUCCESS OF AN E-IEAMING
EXPERIENCE THROUGH THE DEVELOPMENT OF AN EFFECTIVE CO!. IT IS ARGUED
THAT A COI LEADS TO HIGHER LEAMING AND INCREASED SATISFACTION. THE
CHAPTER PRESENTS FINDINGS FROM TWO ONLINE COURSES DESIGNED USING THE COI
APPROACH. OVERALL, THE STUDENTS IN THESE COURSES HAD HIGH LEVELS OF
PERCEIVED LEAMING AND SATISFACTION AS WELL AS ACTUALLEAMING OUTCOMES.
SECTION 2
EMPIRICAL RESEARCH METHODS AND TUTORIAL
THE SECOND SECTION OF THE BOOK IS TITLED EMPIRICAL RESEARCH METHODS AND
TUTORIAL. BECAUSE EMPIRICAL RESEARCH IN E-IEAMING IS OUR TOPIC OF
INTEREST, IT SEEMS PARTICULARLY APPROPRIATE THAT RESEARCH METHODS ARE
THE FOCUS OF THE BOOK S SECOND SECTION. AFTER A REVIEW OF RESEARCH
METHODS EMPLOYED TO DATE IN A RELATIVELY ACTIVE DISCIPLINE, THE BOOK S
SECOND SECTION CHRONICLES AND PROVIDES EXAMPLES OF SEVERAL OF THE
STRUCTURAL EQUATION MODELING TECHNIQUES WHOSE INCREASED USE WAS CALLED
FOR IN THE REVIEW CHAPTER.
THIS SECTION ALSO INCLUDES CHAPTERS THAT DEAL WITH HIGHER ORDER
MULTIVARIATE TECHNIQUES, EXPERIMENTAL DESIGNS, DATA MINING, AND ACTION
RESEARCH IN FURTHERING OUR UNDERSTANDING OF E-IEAMING SUCCESS.
CHAPTER3 A REVIEW OFRESEARCH METHODS IN ONLINE AND BLENDED BUSINESS
EDUCATION: 2000-2009 37 J. B. ARBAUGH, UNIVERSITY OFWISCONSIN OSHKOSH,
USA ALVIN HWANG, PACE UNIVERSITY, USA
BIRGIT LEISEN POLLACK, UNIVERSITY OF WISCONSIN OSHKOSH, USA
THIS REVIEW OFTHE ONLINE TEACHING AND LEARNING LITERATURE IN BUSINESS
EDUCATION FOUND GROWING SOPHISTICATION IN ANALYTICAL APPROACHES OVER THE
LAST 10 YEARS. WE BELIEVE RESEARCHERS ARE UNCOVERING IMPORTANT FINDINGS
FROM THE LARGE NUMBER OF PREDICTORS, CONTROL VARIABLES, AND CRITERION
VARIABLES EXAMINED.
SCHOLARS ARE EMPLOYING APPROPRIATE AND INCREASINGLY SOPHISTICATED
TECHNIQUES SUCH AS STRUCTURAL EQUATION MODELS IN RECENT STUDIES (16)
WITHIN A FIELD SETTING. TO INCREASE METHODOLOGICAL RIGOR, RESEARCHERS
NEED TO CONSCIOUSLY INCORPORATE CONTROL VARIABLES THAT ARE KNOWN TO
INFLUENCE CRITERION VARIABLES OF INTEREST SO AS TO CLEARLY PARTIAL OUT
THE INFLUENCE OF THEIR PREDICTOR VARIABLES OF INTEREST. THIS WILL HELP
ADDRESS SHORTCOMINGS ARISING FROM THE INABILITY TO CONVINCE SAMPIE
RESPONDENTS SUCH AS INSTRUCTORS, INSTITUTION AL ADMINISTRATORS, AND
GRADUATE BUSINESS STUDENTS ON THE BENEFITS VERSUS THE COST OF A FULLY
RANDOMIZED DESIGN APPROACH.
CHAPTER4 AN INTRODUCTION TO PATH ANALYSIS MODELING USING LISREL 57
SEAN B. EOM, SOUTHEAST MISSOURI STATE UNIVERSITY, USA
IMAGE 6
THE VALIDITY AND APPLICABILITY OF THE PROCESS APPROACH TO MEASURING AND
ASSESSING E-IEARNING SUCCESS
IS DEMONSTRATED IN EMPIRICAL STUDIES INVOLVING CYCLES OF ACTION
RESEARCH. MERITS OF THIS APPROACH ARE DISCUSSED, AND ITS CONTRIBUTIONS
IN PAVING THE WAY FOR FURTHER RESEARCH OPPORTUNITIES ARE PRESENTED.
SEETION 3
FACTORS INFLUENCING STUDENT SATISFACTION AND LEARNING OUTCOMES
THE THIRD SECTION OFTHE BOOK EXAMINES PARTICULAR INFLUENCES OF
E-IEARNING COURSE OUTCOMES IN A VARIETY OF SETTINGS. THESE CHAPTERS
EXAMINE FACTORS SUCH AS LEARNER DISPOSITIONAL AND BEHAVIORAL
CHARACTERISTICS, QUALITY ASSURANCE FRAMEWORKS FOR E-IEARNING
EFFECTIVENESS, COURSE CONTENT DESIGN AND DEVELOPMENT, AND THEIR ROLES IN
SHAPING EFFECTIVE E-IEARNING ENVIRONMENTS. TO DATE, MUCH OF E-IEAMING
RESEARCH HAS FOCUSED ON ASYNCHRONOUS LEARNING ENVIRONMENTS (EXEMPLIFIED
BY THE JOURNAL OF ASYNCHRONOUS LEAM-
ING NETWORKS) BASED IN HIGHER EDUCATION SETTINGS. HOWEVER, THESE ARE NOT
THE ONLY CONTEXTS IN WHICH E-IEARNING OCCURS. THEREFORE, WE ALSO ADDRESS
THE ALTERNATIVE AND POTENTIALLY INCREASINGLY IMPORTANT SETTINGS OF
SYNCHRONOUS COURSE DELIVERY AND CORPORATE LEARNING ENVIRONMENTS IN THIS
SECTION.
CHAPTER 10 QUALITY ASSURANCE IN E- LEARNING 231
STAEEY MECROSKEY, ONLINE ADJUNET PROFESSOR, USA JAMISON V.KOVAEH,
UNIVERSITY OF HOUSTON, USA XIN (DAVID) DING, UNIVERSITY OF HOUSTON, USA
SUSAN MIERTSEHIN, UNIVERSITY OF HOUSTON, USA
SHARON LUND 0 NEIL, UNIVERSITY OF HOUSTON, USA
QUALITY IS A SUBJECTIVE CONCEPT, AND AS SUCH, THERE ARE MANY CRITERIA
FOR ASSURING QUALITY, INCLUDING ASSESSMENT PRACTICES BASED ON INDUSTRY
STANDARDS AND ACCREDITATION REQUIREMENTS. MOST ASSESSMENTS, INCLUDING
QUALITY ASSURANCE IN E-IEARNING, FREQUENTLY OCCUR AT THREE LEVELS:
INDIVIDUAL COURSE ASSESSMENTS, DEPARTMENT OR PROGRAM ASSESSMENTS, AND
INSTITUTIONAL ASSESSMENTS; FREQUENTLY THESE LEVELS CANNOT BE
DISTINCTLY DELINEATED. WHILE STUDENT EVALUATIONS ARE USUALLY INCLUDED
WITHIN THESE FRAMEWORKS, STUDENT VIEWS ARE BUT ONE VARIABLE IN THE
QUALITY ASSESSMENT EQUATION. TO OFFER SOME PLAUSIBLE PERSPECTIVES OF HOW
STUDENTS VIEW QUALITY, THIS CHAPTER WILL PROVIDE AN OVERVIEW OF QUALITY
ASSURANCE FOR ONLINE LEARNING FROM THE COURSE, PROGRAM, AND
INSTITUTIONAL VIEWPOINTS AS WEH AS REVIEW SOME OF THE KEY RESEARCH
RELATED TO STUDENTS ASSESSMENT OFWHAT CONSTITUTES QUALITY IN ONLINE
COURSES.
CHAPTER 11 MEASURING SUCCESS IN A SYNCHRONOUS VIRTUAL CLASSROOM 249
FLORENEE MARTIN, UNIVERSITY OFNORTH CAROLINA WILMINGTON, USA MICHEIE A.
PARKER, UNIVERSITY OF NORTH CAROLINA WILMINGTON, USA ABDOU NDOYE,
UNIVERSITY OFNORTH CAROLINA WILMINGTON, USA
THIS CHAPTER WILL BENEFIT THOSE WHO TEACH INDIVIDUALS USING THE
SYNCHRONOUS VIRTUAL CLASSROOM (SVC).
THE SVC MODEL WILL HELP INSTRUCTORS DESIGN ONLINE COURSES THAT
INCORPORATE THE FACTORS THAT STUDENTS NEED TO BE SUCCESSFUL. THIS MODEL
WILL ALSO HELP VIRTUAL CLASSROOM INSTRUCTORS AND MANAGERS DEVELOP
IMAGE 7
A SYSTEMATIC WAY OF IDENTIFYING AND ADDRESSING THE EXTERNAL AND INTERNAL
FACTORS THAT MIGHT IMPACT THE
SUCCESS OF THEIR INSTRUCTION. THE STRATEGIES FOR EMPIRICALLY RESEARCHING
THE SVC, WH ICH RANGE FROM QUALITATIVE INQUIRY TO EXPERIMENTAL DESIGN,
ARE DISCUSSED ALONG WITH PRACTICAL EXAMPLES. THIS INFORMATION WILL
BENEFIT INSTRUCTORS, RESEARCHERS, NON-PROFIT AND PROFIT ORGANIZATIONS,
AND ACADEMIA.
CHAPTER 12 FACTORS INFLUENCING USER SATISFACTION WITH INTERNET-BASED
E-LEARNING IN CORPORATE SOUTH AFRICA 267 CRAIG CADENHEAD, UNIVERSITY
O/CAPE TOWN, SOUTHAFRIEA JEAN-PAUL VAN BELLE, UNIVERSITY O/CAPE TOWN,
SOUTHAFRIEA
THIS ARTICLE LOOKS AT THE FACTORS THAT INFLUENCE USER SATISFACTION WITH
INTERNET BASED LEARNING IN THE SOUTH AFRICAN CORPORATE ENVIRONMENT. AN
ELECTRONIC SURVEY WAS ADMINISTERED, AND ONE HUNDRED AND TWENTY RESPONSES
FROM CORPORATIONS ACROSS SOUTH AFRICA WERE RECEIVED. ONLY FIVE OF THE
THIRTEEN FACTORS WERE FOUND TO EXERT A STATISTICALLY SIGNIFICANT
INFLUENCE ON LEARNER SATISFACTION: INSTRUCTOR RESPONSE TOWARDS THE
LEARNERS, INSTRUCTOR ATTITUDE TOWARD INTERNET BASED LEARNING, THE
F1EXIBILITY OF THE COURSE, PERCEIVED
USEFULNESS, PERCEIVED EASE OF USE, AND THE SOCIAL INTERACTION
EXPERIENCED BY THE LEARNER IN ASSESSMENTS.
INTERESTINGLY, FOUR OF THOSE FIVE WERE ALSO IDENTIFIED AS SIGNIFICANT IN
A SIMILAR TAIWANESE STUDY, WH ICH PROVIDES AN INTERESTING CROSS-CULTURAL
VALIDATION FOR THE FINDINGS, EVEN THOUGH OUR SAMPIE WAS DIFFERENT AND
SMALLER. PERHAPS SURPRISINGLY, NONE OF 6 DEMOGRAPHIC VARIABLES EXERTED
SIGNIFICANT INFLUENCE.
HOPEFULLY ORGANISATIONS AND EDUCATIONAL INSTITUTIONS CAN NOTE AND MAKE
USE OF THE IMPORTANT FACTORS IN CONCEPTUALIZING AND DESIGNING THEIR
E-LEARNING COURSES.
CHAPTER 13 STUDENT PERSONALITY AND LEARNING OUTCOMES IN E-LEARNING: AN
INTRODUCTION TO EMPIRICAL RESEARCH 294
EYONG B. KIM, UNIVERSITY 0/ HART/ORD, USA
WEB-BASED COURSES ARE A POPULAR FORMAT IN THE E-LEARNING ENVIRONMENT.
AMONG STUDENTS ENROLLED IN WEB-BASED COURSES, SOME STUDENTS LEARN A LOT
WHILE OTHERS DO NOT. THERE ARE MANY POSSIBLE REASONS FOR THE DIFFERENCES
IN LEARNING OUTCOMES (E.G., STUDENT S LEARNING STYLE, SATISFACTION,
MOTIVATION, ETC.). IN THE LAST FEW DECADES, STUDENT S PERSONALITY HAS
EMERGED AS AN IMPORTANT FACTOR INFLUENCING THE LEARNING OUTCOMES IN A
TRADITIONAL CLASSROOM ENVIRONMENT. AMONG DIFFERENT PERSONALITY MODELS,
THE BIG-FIVE
MODEL OF PERSONALITY HAS BEEN SUCCESSFULLY APPLIED TO HELP UNDERSTAND
THE RELATIONSHIP BETWEEN PERSONALITY AND LEARNING OUTCOMES. BECAUSE
WEB-BASED COURSES ARE BECOMING POPULAR, THE BIG-FIVE MODEL IS APPLIED TO
FIND OUT IF STUDENTS PERSONALITY TRAITS PLAY AN IMPORTANT ROLE IN A
WEB-BASED COURSE LEARNING OUTCOMES.
CHAPTER 14 A METHOD FOR ADAPTING LEARNING OBJECTS TO STUDENTS
PREFERENCES 316
ANA SANZ ESTEBAN, UNIVERSITY CARLOS HF 0/ MADRID, SPAIN JAVIER SALDAIIA
RAMOS, UNIVERSITY CARLOS HF 0/ MADRID, SPAIN ANTONIO DE AMESEUA SECO,
UNIVERSITY CARLOS HF 0/ MADRID, SPAIN
IMAGE 8
THE DEVELOPMENT OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT) IN
RECENT YEARS HAS LED TO NEW
FORMS OF EDUCATION, AND CONSEQUENTLY, E-IEAMING SYSTEMS. SEVERAL LEAMING
THEORIES AND STYLES DEFINE LEAMING IN DIFFERENT WAYS. THIS CHAPTER
ANALYZES THESE DIFFERENT LEAMING THEORIES AND STYLES, AS WELL AS THE
MAIN STANDARDS FOR CREATING CONTENTS WITH THE GOAL OF DEVELOPING A
PROPOSAL FOR STRUCTURING COURSES AND ORGANIZING MATERIAL WHICH BEST FITS
STUDENTS NEEDS, IN ORDER TO INCREASE MOTIVATION AND IMPROVE THE
LEAMING PROCESS.
SECTION 4
OTHER APPLICATIONS OFTHEORY AND METHOD
THE FOURTH SECTION OFTHE BOOK INC1UDES THREE CHAPTERS THAT DEAL WITH
OTHER APPLICATIONS OF E-LEAMING THEORY AND METHOD. THE BOOK S FINAL
SECTION EXTENDS THE APPROACH OF ALTEMATIVE E-LEAMING THEORY AND
ENVIRONMENTS THROUGH APPLYING THE UNIFIED THEORY OF ACCEPTANCE AND USE
OFTECHNOLOGY (UTAUT), PROJECT-BASED LEAMING, AND BLENDED LEAMING.
CHAPTER 15 UNDERSTANDING GRADUATE STUDENTS INTENDED USE OFDISTANCE
EDUCATION PLATFORMS 340 MARIA DEI CARMEN JIMENEZ-MUNGUIA, UNIVERSIDAD DE
LAS AMERICAS PUEBLA, MHICO LUIS FELIPE LUNA-REYES, UNIVERSIDAD DE LAS
AMERICAS PUEBLA, MEXICO
THE OBJECTIVE OF THIS CHAPTER IS TO USE THE UNIFIED THEORY OF THE
ACCEPTANCE AND USE OF TECHNOLOGY TO BETTER UNDERSTAND GRADUATE STUDENTS
INTENDED USE OF DISTANCE EDUCATION PLATFORMS, USING AS A CASE A DISTANCE
EDUCATION PLATFORM OF A MEXICAN UNIVERSITY, THE SERUDLAP SYSTEM. FOUR
CONSTRUCTS ARE HYPOTHESIZED TO PLAYA SIGNIFICANT ROLE: PERFORMANCE
EXPECTANCY, EFFORT EXPECTANCY, SOCIAL INFLUENCE AND
ATTITUDE TOWARD USING TECHNOLOGY; THE MODERATING FACTORS WERE GEN DER
AND VOLUNTARINESS OFUSE. DATA FOR THE STUDY WAS GATHERED THROUGH AN
ONLINE SURVEY WITH A RESPONSE RATE OF ABOUT 41 %. RESULTS SUGGESTED THAT
THE PERFORMANCE EXPECTANCY AND ATTITUDE TOWARDS TECHNOLOGY ARE FACTORS
THAT HELP US UNDERSTAND GRADUATE STUDENTS INTENDED USE OF A DISTANCE
EDUCATION PLATFORM. FUTURE RESEARCH MUST CONSIDER THE
IMPACT OF SOME FACTORS, SUCH AS PREVIOUS EXPERIENCES, AGE AND
FACILITATING CONDITIONS IN ORDER TO BETTER UNDERSTAND THE STUDENTS
BEHAVIOR.
CHAPTER 16 ONLINE PROJECT-BASED LEARNING: STUDENTS VIEWS, CONCERNS AND
SUGGESTIONS 357
ERMAN YUKSELTURK, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY MELTEM HURI
BATURAY, KMKKALE UNIVERSITY, TURKEY
THIS STUDY INTEGRATED PROJECT-BASED LEAMING (PBL) IN AN ONLINE
ENVIRONMENT AND AIMED TO INVESTIGATE CRITICAL ISSUES, DYNAMICS AND
CHALLENGES RELATED TO PBL FROM 49 STUDENT PERSPECTIVES IN AN ONLINE
COURSE. THE EFFECT OF PBL WAS EXAMINED QUALITATIVELY WITH OPEN-ENDED
QUESTIONNAIRE, OBSERVATIONS, AND STUDENTS SUBMISSIONS WHO WERE TAKING
AN ONLINE CERTIFICATE COURSE. ACCORDING TO THE FINDINGS,
STUDENTS THOUGHT THAT AN ONLINE PBL COURSE SUPPORTS THEIR PROFESSIONAL
DEVELOPMENT WITH PROVISION OF PRACTICAL KNOWLEDGE, ENHANCED PROJECT
DEVELOPMENT SKILL, SELF CONFIDENCE, AND RESEARCH CAPABILITY. THIS
SUPPORT IS FURTHER AUGMENTED WITH THE FACILITIES OF THE ONLINE LEARNING
ENVIRONMENT. STUDENTS
IMAGE 9
MAINLY PREFERRED TEAM-WORK MORE THAN INDIVIDUAL WORK. ALTHOUGH STUDENTS
WERE MOSTLY SATISFIED WITH
THE COURSE, THEY STILL HAD SOME SUGGESTIONS FOR PROSPECTIVE STUDENTS AND
INSTRUCTORS. THE FINDINGS ARE PARTICULARLY IMPORTANT FOR THOSE PEOPLE
WHO ARE PLANNING TO ORGANIZE COURSE OR ACTIVITIES WH ICH INVOLVE ONLINE
PBL AND WHO ARE ABOUT TAKE AN ONLINE OR FACE-TO-FACE PBL COURSE.
CHAPTER 17 STUDENTS PERCEPTION, INTERACTION, AND SATISFACTION IN THE
INTERACTIVE BLENDED COURSES:
A CASE STUDY 375
BNYAMIN ATICI. FIRAT UNIVERSITY, TURKEY YALM KILL(; TREI, FIRAT
UNIVERSITY, TURKEY
BLENDED COURSES THAT OFFER SEVERAL POSSIBILITIES TO STUDENTS AND
TEACHERS SUCH AS BECOMING MORE INTERACTIVE AND MORE ACTIVE HAVE BECOME
INCREASINGLY WIDESPREAD FOR BOTH K 12 AND HIGHER EDUCATION SETTINGS.
WITH THE RISING OFTHE CUTTING EDGE TECHNOLOGIES, INSTITUTIONS AND
INSTRUCTORS HAVE EMBARKED ON CREATING NEW LEARNING ENVIRONMENTS WITH A
VARIETY OF NEW DELIVERY METHODS. AT THE SAME TIME, DESIGNING VISUALLY
IMPRESSIVE AND ATTRACTIVE BLENDED SETTINGS FOR STUDENTS HAVE BEEN EASIER
WITH EXTENSIVE LEARNING AND CONTENT MANAGEMENT SYSTEMS (LMS, CMS, LCMS)
SUCH AS BLACKBOARD, WEBCT, MOODLE, AND VIRTUAL
C1ASSROOM ENVIRONMENTS (VLE) SUCH AS ADOBE CONNECT, DIMDIM, AND WIZIQ.
IN THIS STUDY, WE AIMED TO INVESTIGATE STUDENTS PERSPECTIVES AND
SATISFACTIONS TOWARDS DESIGNED INTERACTIVE BLENDED LEARNING SETTINGS AND
TO FIND OUT THE STUDENTS VIEWS ON BOTH SYNCHRONOUS AND ASYNCHRONOUS
INTERACTIVE BLENDED LEARNING ENVIRONMENT (IBLE).
COMPILATION OF REFERENCES 392
ABOUT THE CONTRIBUTORS 430
INDEX 438
|
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| spelling | Student satisfaction and learning outcomes in e-learning an introduction to empirical research Sean B. Eom and J. B. Arbaugh, editors Hershey Information Science Reference 2011 XXVI, 443 S. txt rdacontent n rdamedia nc rdacarrier "This book familiarizes prospective researchers with processes and topics for conducting research in e-learning, addressing Theoretical Frameworks, Empirical Research Methods and Tutorial, Factors Influencing Student Satisfaction and Learning Outcomes, and Other Applications of Theory and Method"--Provided by publisher. Includes bibliographical references and index Computer-assisted instruction Distance education Learning, Psychology of Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Internet (DE-588)4308416-3 gnd rswk-swf Fernunterricht (DE-588)4016867-0 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Fernunterricht (DE-588)4016867-0 s Internet (DE-588)4308416-3 s DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s Lernpsychologie (DE-588)4074166-7 s Eom, Sean B. Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60960-616-9 Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024154274&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Student satisfaction and learning outcomes in e-learning an introduction to empirical research Computer-assisted instruction Distance education Learning, Psychology of Lernpsychologie (DE-588)4074166-7 gnd Internet (DE-588)4308416-3 gnd Fernunterricht (DE-588)4016867-0 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
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| title | Student satisfaction and learning outcomes in e-learning an introduction to empirical research |
| title_auth | Student satisfaction and learning outcomes in e-learning an introduction to empirical research |
| title_exact_search | Student satisfaction and learning outcomes in e-learning an introduction to empirical research |
| title_full | Student satisfaction and learning outcomes in e-learning an introduction to empirical research Sean B. Eom and J. B. Arbaugh, editors |
| title_fullStr | Student satisfaction and learning outcomes in e-learning an introduction to empirical research Sean B. Eom and J. B. Arbaugh, editors |
| title_full_unstemmed | Student satisfaction and learning outcomes in e-learning an introduction to empirical research Sean B. Eom and J. B. Arbaugh, editors |
| title_short | Student satisfaction and learning outcomes in e-learning |
| title_sort | student satisfaction and learning outcomes in e learning an introduction to empirical research |
| title_sub | an introduction to empirical research |
| topic | Computer-assisted instruction Distance education Learning, Psychology of Lernpsychologie (DE-588)4074166-7 gnd Internet (DE-588)4308416-3 gnd Fernunterricht (DE-588)4016867-0 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computer-assisted instruction Distance education Learning, Psychology of Lernpsychologie Internet Fernunterricht Computerunterstützter Unterricht Aufsatzsammlung |
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