Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, where students must carry out hands-on exercises and laboratory work essential for their learning, it is not so easy to design online environments for practicals. The aim of this experimental study was to examine students' acceptance of technology and the process of adopting an online learning environment incorporating web-based resources, such as virtual laboratories, interactive activities, and educational videos, and a game-based learning methodology. To this end, their responses to an online questionnaire (n?=?223) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), but included and assessed other factors such as perceived efficiency, playfulness, and satisfaction, which are not explained by the TAM. Our results confirm that this extension of the TAM provides a useful theoretical model to help understand and explain users' acceptance of an online learning environment incorporating virtual laboratory and practical work. Our results also indicate that efficiency, playfulness, and students' degree of satisfaction are factors that positively influence the original TAM variables and students' acceptance of this technology. Here, we also discuss the significant theoretical and spractical implications for educational use of these web-based resources

Social Presence, Satisfaction, and Perceived Learning of RN-to-BSN Students in Web-Based Nursing Courses

While the development of online education has been progressing rapidly, further evaluation research is needed (Atack and Rankin, 2002; Halter et al., 2006). There is a need for further research on nursing students\u27 experiences and satisfaction with online education, and correlating factors to promote the quality of online learning. Social presence is one factor that has been shown to affect outcomes such as satisfaction and perceived learning in online courses (Gunawardena and Zittle, 1997). The purpose of this study was to assess social presence in online nursing courses and its relationship to student satisfaction and perceived learning. The theoretical framework for the study was the Framework for Assessing Outcomes in Web-based Nursing Courses (Billings, 2000). A descriptive, correlational study design was used. The study instrument was a 34-item questionnaire administered via the Internet and consisting of the Social Presence Scale and the Satisfaction Scale (Gunawardena and Zittle, 1997), and demographic questions. Subjects in the study were 128 students in an online RN-to-BSN program at one college in the northeastern United States who were taking an online nursing course during the study term. Results indicated that there was a strong relationship between overall satisfaction and overall social presence (rs = .63, p \u3c .001)) and instructor performance (rs = .46, p \u3c .001). Four sub-domains of social presence were identified: overall comfort with online and computer-mediated (CMC) communication, communication with CMC and the online environment, comfort and community of CMC/online environment, and attitudes toward CMC/online communication. Four sub-domains of satisfaction were identified: general satisfaction, usefulness of course, learning from course, and stimulation and ongoing learning. All sub-domains of social presence correlated highly (rs = .61 - .72, p \u3c .001) with the satisfaction sub-domains except the communication factor which correlated to a lesser degree (rs = .39 - .45, p \u3c .001). There was a strong relationship between perceived learning and social presence (rs = .61, p \u3c .001) and with comfort with the online course (rs = .66, p \u3c .001). Overall social presence, instructor performance, and the sub-domains of social presence predicted a significant amount (p \u3c .001) of total variance in overall satisfaction and perceived learning. No significant relationships were found between the demographic factors and overall social presence or perceived learning. Females had significantly higher scores on the communication factor (p = .02) and subjects with more online course experience found the courses more useful (p = .04)

To Blend or Not To Blend: Online-only and Blended Learning Environments

Increasing curricular demands and the desire to provide meaningful, engaging instruction have pressed teacher educators to review and revise their programs. Many have viewed the assets of online learning as a potential solution to meet the seemingly ever increasing state- and accreditation-mandated course content and competencies. Universities have explored the inclusion of Web based courses for students for several decades. According to Martyn (2003), over 90% of higher education institutions use some type of electronically enhanced learning or “e-learning” option. These options vary between courses that are offered completely “online” to those that include a blend of differing amounts of face-to-face and online contact time. Research comparing student experiences with online-only and blended delivery has often concentrated on graduate students and nontraditional programs. However, the effectiveness of online and blended delivery depends on audience and subject matter (Saunders & Werner, 2002), suggesting that findings based on data from graduate and nontraditional programs may not hold true for undergraduate students in traditional teacher education programs. This study attempted to address this need in the literature by examining the work of undergraduate teacher candidates who participated in modules delivered in an online environment. Specifically, this study addresses students’ comfort and perceived competence while working in online and blended learning environments, as well as the function of teamwork in an online space

Feasibility of a Self-Paced Educational Intervention Protocol on Standardized Assessment of Public Building Accessibility

Limited research informs the implementation of web-based and mobile learning (mLearning) protocols for the assessment of public building accessibility in occupational therapy graduate students. This study tested the feasibility of a self-paced protocol designed to teach students how to evaluate community environment accessibility. Students across five sites completed an online learning module and community building evaluations. Students were randomized into lecture or lab educational groups and then crossed over to receive the second experience. Outcomes were student satisfaction, self-perceived learning, and knowledge on a researcher-developed measure. Data were analyzed using descriptive statistics. Two hundred and twelve students completed the study. The students were satisfied with their education and their community accessibility knowledge significantly increased from approximately 60% to 85%. Site and order of the learning components did not impact student ability to achieve competence. This multi-site approach is feasible and effective in instructing students in this highly protocolized and specialized area of practice

The relationship between learner characteristics and the perception of distance learning and satisfaction with Web-based courses

Distance education and web-based courses are now mainstream in the U.S. higher education involving over 80% of four year public universities and growing (NCES, 2003). This study investigated the relationships between students\u27 characteristics and their perception of web-based learning and satisfaction with distance learning in five Web-based undergraduate biology courses in a Midwestern university. This quantitative study surveyed 279 students and used multivariate statistical techniques. The online survey combined Kolb\u27s (1984) Learning Styles Inventory and Walker\u27s (2003) Distance Education Learning Environment Survey plus demographic questions. The study found that the three dimensions of Moore\u27s Transactional Distance Theory (Moore, 1974) may be linked with Kolb\u27s two dimensional views of individual learning styles. For example, courses with high structure are perceived as more satisfactory by students with abstract conceptualization learning style. Based on this finding it is recommended that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional distance;The findings from this study indicated that in general students were satisfied with their web-based courses. Although there were significant differences in students\u27 perceptions in relation to gender, age, and academic major these significant findings disappeared when course differences taken into consideration. It is recommended that further research replicate this study using random sampling. Alternatively, a more limited study may avoid confounding variables by selecting similar courses, such as using only large introductory biology courses;The number of hours students studied and their perception of science were both significant situational factors. An increase in the hours studied per week and a more positive perception of science were both related to increases in the perception of personal relevance, authentic learning, active learning, and student autonomy, interaction and collaboration. The strength of the effect of study hours varied with the course, such that students in the course that had a collaborative authentic activity as a final course project reported the significantly more study hours and more positive perception of the course. Based on these findings it is recommended that Web-based courses include a variety of learning materials and activities that support differing characteristics and learning styles of students

Enabling Change: Faculty and Student Perceptions of Blended Learning

The philosopher Plato in his Seventh Epistle argued that the technology of writing is an insufficient means of society conveying knowledge and obtaining truth (Neel, 1988). Many insights from his rhetorical works however are etched in history by this technology. As society moves further into the information age, the relevance of blended learning in higher education is taking on greater significance (Garrison & Vaughan, 2008). Higher education institutions are on the verge of another significant paradigm shift in the dissemination of knowledge and truth. Understanding the shift to new computer-mediated means of knowledge delivery through blended learning experiences requires an understanding of the perceptions held by both the instructor and student. This quantitative research study used a survey questionnaire to obtain feedback from faculty and students at a private liberal arts university on their perceptions of the use, frequency, readiness, and satisfaction with web-based technology in a blended learning environment. To obtain greater insight to student and faculty perceptions, quantitative and qualitative data was collected through an online survey distributed to faculty and students during the spring semester of 2016. Descriptive data was analyzed using IBM’s SPSS statistical tool and reported out. Results of this study indicate close agreement of student and faculty on perceptions of satisfaction with the frequency, use, and satisfaction with the web-based tools used in the course of a blended learning class. There is however, a significant difference in the way faculty perceived their preparedness with web-based technology used in the classroom and how students perceived faculty’s preparedness

Transactional distance in a synchronous web-extended classroom learning environment

Thesis (Ed.D.)--Boston UniversityThis study aimed at refining one of the most influential and well-known theories of distance education - the theory of transactional distance (TD). TD theory was developed by Michael G. Moore based on correspondence forms of distance education. The study researched a distance learning environment that had not been investigated in relation to TD - synchronous Web-extended classrooms. In this unique format, live on- campus classes are delivered simultaneously to both in-class students on campus and remote students on the Web who attend synchronously via virtual classroom Web collaboration software. The research involved N=235 students enrolled in 14 graduate business courses. ANOVA tests, correlation and regression analyses were deployed on the 46-item "Scale of TD for synchronous Web-extended learning environments" questionnaire. The study compared perceived TD for three attendance groups: always in-class, always online, and mixed. It found no difference in TD among them. The learning environment enabled by using Saba-Centra Web collaboration software combined with other technologies provided a comparable learning experience for all three learner groups. The findings confirmed that four dimensions of dialogue, student-student, student-instructor, student-content, and student-interface interactions are significant in students' perceived TD and their engagement with learning. Moreover, their significance levels varied for different attendance groups. This research confirms the need to refine TD theory to view dialogue as a multidimensional construct. Furthermore, student-instructor and student-student interactions were significant factors that affected TD in all three learner groups. This study analyzed student satisfaction. The study not only found no difference in satisfaction by attendance type, but also it found that TD is strongly related to student satisfaction: the lower the TD, the more satisfied the students are with the learning environment, including interactions with the instructor, fellow students, course content, and the interface. For all attendance groups, interaction with other students was the common factor that affected satisfaction. The study demonstrated that the level of TD also affects students' perceived learning: the lower the TD, the higher the students' perceived learning. Thus, the study suggests that instructors plan activities that include interpersonal interactions between themselves and students, and also among students in all attendance groups

Cultural Consideration in Online Learning Environment: A Case Discussion of HBMSU Learners, Dubai UAE

Universities have been challenged by their environments’ changes from having the traditional classes environments to the online environment. Nowadays, students’ growing up with the culture of the devices and technologies. Therefore, while having online classes rapidly spread among high-education, the students engaged those classes to have diverse behaviors according to their education and ethnic backgrounds. Because of this, the challenges face the education faculty and the environment designers are to be taking those differences into consideration and develop the educational offers accordingly. As students’ perceptions and opinions to their satisfaction level toward the online learning courses have taken the attention of the educational researchers. This paper reviews the previous research which is focusing on the cultures’ questions within the online learning. However, none of them have been concentrated on specific variables to be studied. This study addresses the previous research gaps.The aim of the study to help the students of HBMSU university finding answers and solutions for their worries. Specifically, Focusing on the influence of diversified cultures on the students’ engagement within the online classes. In order to search for the best effective ways to get the desired outcomes considering the students’ differences. Having such study that investigates the students’ needs and assesses their factors will give our university the chance to enhance their level of the provided services. Online universities always showing themselves as the best to fit the whole world students. But what is the reality that there are a lot of students are suffering. So, Does the traditional classes’ problems that resulted of the cultures variances transferred to the online classes too?The study conducted by developing a web-based survey that reaches a number of students from different majors that existing in our HBMSU University. Perceived their satisfaction level based on multiple factors, and test to which extent their cultures factors have an effect on that. Keywords: Educational & Ethnic Background, Enhance Online-learning, Student’s satisfaction. DOI: 10.7176/JEP/10-9-13 Publication date:March 31st 201

Learning styles, learning outcomes and course satisfaction: an investigation of a blended computer literacy course

This study examines the relationships among learning styles, learning outcomes and course satisfaction in a blended computer literacy undergraduate course at Iowa State University. Based on results from Kolb\u27s Learning Style Inventory (1999), participants were classified into one of four learning styles: Accommodator, Assimilator, Converger, or Diverger. The analyses of quantitative data (final grades, online survey) and qualitative data (interviews) indicated that there was little relationship between learning styles and learning outcomes as measured by final grades, or between learning styles and course satisfaction assessed from general feelings, communication and interaction, course organization, assessment, and weekly lab session in a blended learning environment. These findings support the research results as shown in Larsen (1992), Shih & Gamon (1999), and Wang, Hinn and Kanfer (2001). Quantitative data analysis showed a significant relationship between learning styles and course expectations, and between learning styles and the perceived value of the course schedule. Three students selected to represent three learning styles (all female) valued the blending of on-site labs with the web-based lecture component, whereas the only Converger interviewed (a male) did not value the blended on-site lab activities which complemented the web-based lecture component. This study suggests that blended learning offers a good opportunity to maximize students\u27 learning as stated by Singh (2003) and Thorne (2003)