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

Web 2.0, Blog

Educational applications of Web 2.0: Using blogs to support teaching and learning

Churchill, D. (2009). British Journal of Educational Technology, 40 (1), 179-183.

http://www3.interscience.wiley.com/cgi-bin/fulltext/121521504/PDFSTART


Project" Pioneering Web 2.0 in education" in Hong Kong

Self-developed questionnaire

Teacher reflection

Another paper written by the author:
Web 2.0 and possibilities for educational application. Educational Technology, 47 (2), 24-29.

Print Journal at UI library.

Mobile learning

Investigating the determinants and age and gender differences in the acceptance of mobile learning

Wang, Y.-S., Wu, M.-C., Wang, H.-Y. (2009). British Journal of Educational Technology, 40(1), 92-118.

http://www3.interscience.wiley.com/cgi-bin/fulltext/120173682/PDFSTART

National Changhua University of Education



The unified theory of acceptance and use of technology

Multimedia instruction

Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system

Liaw, S.-S. (2008). Computers & Education, 51, 864-873.

http://portal.acm.org/citation.cfm?id=1374866.1375285


ABSTRACT

Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates learners' satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning system. A total of 424 university students were surveyed using a standard questionnaire. The results showed that perceived self-efficacy is a critical factor that influences learners' satisfaction with the Blackboard e-learning system. Perceived usefulness and perceived satisfaction both contribute to the learners' behavioral intention to use the e-learning system. Furthermore, e-learning effectiveness can be influenced by multimedia instruction, interactive learning activities, and e-learning system quality. This research proposes a conceptual model for understanding learners' satisfaction, behavioral intention, and effectiveness of using the e-learning system.

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China Medical University, Taiwan

Finding: Varied multimedia learning content is a crucial for improving e-learning efficacy, performance, and motivation among users.

Student satisfaction and preference

Satisfaction with and Preference for On-line Learning: An Investigation of The Impact of Social and Emotional Learning Strategies


Jessica B. Bowman

Dissertation, The Pennsylvania State University

Focus on: social/emotional learning system instructional strategies, student satisfaction, student preference

Learning styles, self-efficacy, satisfaction

Learning Styles, Self-Efficacy, and Satisfaction with Online Learning: Is Online Learning for Everyone?

Debra Gallagher

Dissertation, Bowling Green State University


Finding: Participants in an online course do not differ significantly by learning style, with respect to computer self-efficacy and satisfaction with online learning.

Online instructional design

College Student Preferences for Absolute Knowledge and Perspective In Instruction: Implications for Traditional and Online Learning Environments

Ravert, R. D. & Evans, M. A. (2007). The Quarterly Review of Distance Education, 8(4), 321-328.

The current study sought to examine the relationship between grade level and two aspects of epistemic beliefs expected to be developmental in nature, absolute knowledge and absolute perspective.

Our preliminary findings suggest that lower-level undergraduates (freshman and sophomore students)prefer and expect a more direct instructional style than upper-level students.
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Full-text paper is on hand. But can't find it on Google scholar.

Attitude survey

Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills

Yang, Y.-T., Newby, T., & Bill, R. (2008). Computer & Education, 50, 1572-1585.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4NYJRWV-1&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=2a277fe66573b899a844c794866ce1c7

Interaction analysis model:
Phase I: Sharing comparing of information
Phase II: The discovery and exploration of dissonance or inconsistency among ideas,
concepts, or statements
Phase III: Negotiation of meaning/co-construction of knowledge
Phase IV: Testing and modification of proposed synthesis or co-construction
Phase V: Agreement statements/applications of newly-constructed meaning

Items of attitude survey

Abstract

This experimental study investigated the effectiveness of structured Web-Based Bulletin Board (WBB) discussions in improving the critical thinking (CT) skills of learners involved in veterinary distance learning, as well as their attitudes toward learning via WBBs. The two dependent variables were learners’ CT skills and their attitudes toward learning via WBBs. The learners’ CT skills were examined in different ways: (a) quantitative method: California Critical Thinking Skills Test (CCTST) to holistically investigate the changes in learners’ CT skills, and (b) qualitative method: Interaction Analysis Model to investigate learners’ interaction patterns in different phases of the WBB discussions. Detailed information about inter-rater reliability, the training of the coders, and the coding process is provided. The findings indicated that structured WBBs significantly improved learners’ CT skills and attitudes toward learning via WBBs.

Keywords: Computer-mediated communication; Distance education; Interactive learning environments; Teaching/learning strategies

Survey on self-perception on learning experiences

Correlational analysis of student visibility and performance in online learning

Wang, M. (2004). Journal of Asynchronous Learning Networks, 8(4), 71-82.



http://www.sloan-c.org/publications/jaln/v8n4/pdf/v8n4_wang.pdf


Items of survey on student perception on learning experiences and the usefulness of online socializing activities.

reliability? validity?



ABSTRACT

This study examines the relationship between student visibility and learning outcomes in a graduate-level online course. Visibility in this study refers to students’ cognitive, social, and emotive presence [1, 2] in various communication settings, such as posts on the discussion board, contributions in live chats, email messages, online profiles, and inputs via any other means of communication. A visibility score is determined for each student, and the Spearman r correlational tests are used to detect any significant correlation between visibility and learning outcomes (grades). In addition, two surveys were distributed to the students at the end of the course: (a) Survey on Self-Perception on Learning Experiences provides a context for understanding student performance; and (b) Survey on Useful Aspects of Socializing Online asks students to rank the importance of eight types of online activities, such as sharing information, solving problems, and making friends. Both surveys probe into students’ perceptions and social context, which often have great impact on students’ online presence.

KEYWORDS
Online visibility, learning outcomes, communication tools and online socialization, students’ self-perception

The Teaching Presence Scale

A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses

Shea, P. Li, C. S. & Pickett, A. (2006). The Internet and Higher Education, 9, 175-190.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4X-4KMYG73-2&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=51de0d1c5f426f26fdee0fec11259558

Used Teaching Presence Scale (items) and Classroom Community Index.

Abstract

This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in academic success and persistence in higher education. Through a review of recent literature it is proposed that teaching presence–viewed as the core roles of the online instructor–is a promising mechanism for developing learning community in online environments. This investigation presents a multi-institutional study of 1067 students across 32 different colleges that further substantiates this claim. An instrument to assess instructor teaching presence (“The Teaching Presence Scale”) is presented and validated. Factor and regression analysis indicate a significant link between students' sense of learning community and effective instructional design and “directed facilitation” on the part of course instructors, and highlights interesting differences between online and classroom environments. Alternative hypotheses regarding student demographics associated with variables such as age (the “net generation” effect) and gender are also examined. Despite recent assertions that younger students are or soon will be too sophisticated to “feel at home” in largely text-based asynchronous learning environments, no significant effects were found by demographic differences examined. Recommendations for online course design, pedagogy, and future research are included.

Keywords: Online learning; Community; Teaching presence; Study; Higher education; Learning environments; Inter-institutional research; Community of inquiry model; Classroom community index; Teaching presence scale

Community of Inquiry

Creating Cognitive Presence in a Blended Faculty Development Community

Vaughan, N. & Garrison, D. R. (2005). The Internet and Higher Educaion, 8, 1-12.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4X-4FPDRGW-2&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=6d0729ec5ec9ca67179a14f4ce29e028


Community of inquiry conceptual model-- social, cognitive and teaching

Abstract

The focus of this study was to understand how a blended learning approach can support the inquiry process (cognitive presence) in a faculty development context. The findings from this study indicate that there are several key differences and similarities in cognitive presence between face-to-face and online discussions. These differences and similarities are specifically related to the four phases of cognitive presence of the practical inquiry model. A comparison of the face-to-face and online discussion forums indicates that: a slightly higher percentage of triggering events occurred in the face-to-face discussions; exploration was the dominant phase in both environments; a noticeably greater percentage of comments were coded for integration in the online discussions; and the resolution/application phase was almost non-existent in both forms of discussion. The results from this study imply that an increased emphasis should be placed on teaching presence within a blended learning environment to ensure that participants achieve resolution in the inquiry cycle.

Keywords: Faculty development community; Blended learning; Community of inquiry; Cognitive presence; Triggering events

Sense of Classroom Community Index

Classroom Community at a Distance: A comparative analysis of two ALN-based university programs

Rovai, A. P. (2001). The Internet and Higher Education, 4, 105-118.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4X-44R1BSR-2&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=9b453ecffebaddff2b06e5755b407164

Abstract

This study examined sense of community in two university distance-education programs that differed only in the amount of face-to-face contact. The Sense of Classroom Community Index, second edition (SCCI2), was used to measure community in 38 graduate students who were pursuing a doctorate in education. Multivariate analysis of variance and post hoc discriminant analysis procedures showed that community was stronger in the program that provided learners more and diverse opportunities to interact with each other and that the most important community components in which the groups differed were spirit and trust. Research results lend support to Cutler's [(1996). Technologies, relations, and selves. In: L. Strate, R. Jacobson, & S. B. Gibson (Eds.), Communication and cyberspace: social interaction in an electronic environment (pp. 317–333). Cresskill, NJ: Hampton Press.] hypothesis that socialization can lead to greater feelings of trust and satisfaction which, in turn, lead to a greater sense of community.

Author Keywords: Community; Trust; Spirit; Interaction; Learning; Asynchronous learning networks

Classroom Community Scale

Development of an Instrument to Measure Classroom Community

Rovai, A. P. (2002). The Internet and Higher Education. 5, 197-211.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4X-46KR8BM-3&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=0a1ff7bef8b1847ae7787211fe049765

Abstract

The purpose of this study was to develop and field-test the Classroom Community Scale and to determine its validity and reliability for use with university students taking courses at a distance via the Internet. The 20-item Classroom Community Scale measures sense of community in a learning environment. Data were collected from 375 students enrolled in 28 different courses, offered for graduate credit via the Blackboard e-learning system by a private university. It was concluded that the Classroom Community Scale is a valid and reliable measure of classroom community and that this instrument yields two interpretable factors, connectedness and learning.

Author Keywords: Community; Learning; Connectedness; ALN; Persistence; Scale

DELES survey-2

Perceptions of Satisfaction and Deeper Learning in an Online Course

Wickersham, L. E. & McGee, P, (2008). The Quarterly Review of Distance Education, 9(1), 73-83.


Used DELES questionnaire

Can't find on Google scholar.

DELES survey

Development and Validation of An Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)

Walker, S. L. & Fraser, B. J. (2005). Learning Environments Research, 8, 289-308.

http://www.springerlink.com/content/y022u5j29666r7xh/

Abstract

The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education. Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with 680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support; (2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94. Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological climate unlike those found in other post-secondary classroom environments.

Key Words asynchronous learning - DELES - distance education - distance learning - evaluation - psychosocial learning environment

Factors in DELES:

instructor support, student interaction and collaboration, personal releveance, authentic learning, active learning, student autonomy

Motivation and learner characteristics

Motivation and Learner Characteristics Affecting Online Learning and Learning Application

Lim, D. H. & Kim, H. (2002-2003). Journal of Educational Technolog Systems, 31(4), 423-439.

http://baywood.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,6,8;journal,21,144;linkingpublicationresults,1:300322,1

Abstract:

Many studies have been conducted to verify the effect of learner charac teristics and motivation in traditional classroom, but very few are found in online learning research. This study sought to identify what learner characteristics and motivation types affected a group of undergraduate students' learning and application of learning for a course conducted online. Utilizing quantitative and qualitative analyses, the study found that gender and employment status affected online learners' learning and learning application. Several motivation variables were also found to significantly influence online learners' learning application. Discussions of instructional strategies to promote learner motivation and satisfaction in online learning environment were included.

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Self-developed questionnaire

reliability? validity?

Student satisfaction survey

The Effect of a Threaded Discussion Component on Student Satisfaction and Performance

Sain, R. & Brigham, T. A. (2003). Journal of Educational Computing Research, 29(4), 419-430.

http://baywood.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,38,152;linkingpublicationresults,1:300321,1


Abstract:

Results from the questionnaire indicate that the traditional class sections reported levels of satisfaction that were significantly higher than those reported by the experimental group. Students in the traditional classes also spent more time on the weekly assignment and wrote significantly more sentences when completing the weekly task than did the classes using the online procedure.

Synchronous survey

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

Newman, J. M. (2007).

Dissertation, University of Nevada, Reno

Part A: General communication Pre- and Post-test survey

Part B: Skype communication attitude survey

ProQuest database

CLSS questionnaire

The collaborative learning, social presence, and satisfaction (CLSS) questionnaire

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

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

http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VCJ-4P8H858-1-5&_cdi=5956&_user=854313&_orig=search&_coverDate=08%2F31%2F2008&_sk=999489998&view=c&wchp=dGLbVlz-zSkWz&md5=c5a1574f78dae6d348ae8a39f5cf10de&ie=/sdarticle.pdf



Another article:

Student Satisfaction with ONline learning: An Expanding Universe (Google scholar)