1,085,751 research outputs found
Factors influencing student satisfaction and perceived learning in online courses
Online education, with its genuine characteristics, has changed the way students experience learning processes. This fact led research to study the aspects of online learning settings that influence the way students experience their learning, and several aspects were identified from this effort. However, usually each study focuses on only one or a few of these aspects, and some results are contradictory. In this study the authors consider together, in an integrated model, most of the aspects identified by the literature in order to determine which aspects are more influence for students' satisfaction and perceived learning. With this aim, they conducted a correlation and ANOVA analysis on the responses to a questionnaire answered by 499 students of higher education social sciences online courses in the USA, China and Spain. They found that the most influential aspects of the online courses in social sciences on students' satisfaction and perceived learning were learning content and course design
An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument
The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using Exploratory Factor Analysis (EFA) and reliability analysis. Twenty items from three competencies, i.e. social competencies, communication competencies, and technical competencies, were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach\u27s alpha\u3e .823). Twenty items remained in the final questionnaire after deleting one item which cross-loaded on multiple factors (social competencies with classmates: five items, social competencies with instructor: five items, communication competencies: four items, and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to discover a better understanding of the level of freshmen college students\u27 online learning readiness by measuring their social, communication, and technical competencies. In addition, this study was looking at two factors of social integration in Tinto\u27s SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose to extend Tinto\u27s social integration to online learning environmen
Perbandingan Persepsi Kepuasan Mahasiswa Antara Pembelajaran Menggunakan Blended Learning Dan Online Learning
This study was conducted to examine the perception of student satisfaction with the use of two learning models, namely blended learning before the COVID-19 pandemic and online learning during the COVID-19 pandemic. Specifically, it aimed to draw conclusions on differences in student satisfaction levels when using blended learning and online learning, which includes the learning process, learning assessment, learning load, lecturer and student discipline, and social interaction among lecturers and students, or social interaction among students and students. It was quantitative research using descriptive and inferential statistical analysis. The data collection was conducted through an online questionnaire filled out by 140 respondents. The results showed that students felt more satisfied with the blended learning model than the online learning model. Students showed more satisfaction in the learning process, student discipline, social interaction among lecturers and students, or social interaction among students and student
Nudging Digital Learning – An Experimental Analysis of Social Nudges to Manage Self-Regulated Learning and Online Learning Success
Self-regulated learning competencies are of increasing importance to ensure learning success in online learning environments. We investigate the use of digital social nudges in a self-reliant online learning situation to support learners in better managing their self-regulated learning behaviors. We ground our research on dual-process theory and social comparison theory to design social nudges. To evaluate our research model, we conduct an online experiment (N=226). The results show that social nudges positively impact learning outcomes mediated by self-regulated learning behaviors manifested using learning strategies. We found that positive emotions can further strengthen the positive effect of social nudges. Our results help to understand how social nudges can be efficiently used in online learning environments to support learners in better managing their learning processes and achieving learning outcomes. We open new chances for researchers and designers of online learning materials to support online learning processes
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