online discussions

Perceptions of Motivation, Enjoyment, and Learning from Online Discussions by North Carolina High School Students in Online, Advanced Placement Psychology Courses

Hobgood, B. E. Jr.

Dissertation, 2007, University of North Carolina


Students suggested that a need for increased instructor involvement and feedback in online discussions.


Survey items

Community of Inquiry Model (Garrison et al., 2000)

critical factors influencing learner satisfactin

What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008), Computers & Education, 50, 1183-1202.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4MT5532-1&_user=854313&_coverDate=05%2F31%2F2008&_rdoc=7&_fmt=high&_orig=browse&_srch=doc-info(%23toc%235956%232008%23999499995%23684711%23FLA%23display%23Volume)&_cdi=5956&_sort=d&_docanchor=&_ct=34&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=25799f44954db9f6b7e58f87375e8128

Abstract

E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.

Keywords: Learner satisfaction; E-Learning; E-Learning management

Survey items

Using stepwise regression analysis

National Kaohsiung Normal University

Diffusion of online teaching, faculty satisfaction

Increasing access to Higher Education: A study of the diffusion of online teaching among 913 college facutly

Shea, P., Pickett, A., & Li, C. S. (2005). The International Review of Research in Open and Distance Learning, 6(2), ????


http://www.irrodl.org/index.php/irrodl/article/viewArticle/238/493

Abstract

Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.

Keywords: online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study

Rogers, E. M. (2003). Diffusions of innovations. New York: Free Press. Fifth Edition.

Difussion of innovation model


Online Faculty Survey Questions

collaborative learning, social presence, satisfaction

Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

So, H.-J., & Brush, T. A. (2008). Computers & Education, 51, 318-336.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4P8H858-1&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=34f104fbf27abb9ff2ef3200ef089cbd

Student Perception Questionnaire


Theoretical background
- Interaction in distance learning
- Collaborating learning
- Social presence
- Student satisfaction
- Blended llearning

Survey items

Abstract

The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.

Keywords: Blended learning; Collaborative learning; Post-secondary education

Student satisfaction

Online Instruction: Student Satisfaction, Kudos, and Pet Peeves

Walker, C. E., & Kelly E. (2007). The Quarterly Review of Distance Education, 8(4), 309-319.

Online course survey


Full-text paper is on hand.

Can't find on Google scholar and UI database.

Online course evaluation

Looking Beyond the Valley: A Five-Year Case Study of Course Innovation

Allen, G. K., Wedman, J. F., & Folk, L. C. (2001). Innovative Higher Education, 26(2), 103-119.

http://www.springerlink.com/content/h052w48043435338/fulltext.pdf

Course evaluation survey administered at the end of the semester.


John Wedman

synchronous

The Effects of Synchronous Voice and Video Tools on Acceptance of Online Communications by Students in Undergraduate Technology Courses

Newman, J. M. 2007

Dissertation, University of Nevada, Reno

Survey items