How prior experience and self-efficacy shape graduate student perceptions of an online learning environment in computing

2019 ◽  
Vol 29 (4) ◽  
pp. 357-381 ◽  
Author(s):  
Quintin Kreth ◽  
Mary Eve Spirou ◽  
Sarabeth Budenstein ◽  
Julia Melkers
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Graduate Student ◽  
Self Efficacy ◽  
Prior Experience ◽  
Online Learning Environment

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

scholarly journals Trajectories of engagement: a repeated cross-sectional investigation of student perceptions of an online learning environment

2012 ◽  
Vol 20 ◽  
Author(s):  
Stuart Palmer ◽  
Dale Holt
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Large Scale ◽  
Online Learning Environment ◽  
Cross Sectional ◽  
Short Period ◽  
Significant Difference ◽  
System Use ◽  
Over Time

Evaluations of online learning environments (OLEs) often present a snapshot of system use. It has been identified in the literature that extended evaluation is required to reveal statistically significant developments in the evolution of system use over time. The research presented here draws on student OLE evaluations surveys run over the period 20042011 and include nearly 6800 responses exploring students’ perceptions of importance of, and satisfaction with elements of their OLE. Across the survey period, satisfaction ratings with all OLE elements rose significantly, suggesting a positive student engagement with the OLE over time. The corresponding ratings of importance of OLE elements generally rose significantly, though a number of elements registered no significant difference in the first two years of the survey, suggesting that short period surveys may struggle to reveal statistically significant trends. OLE element use appeared to be closely linked to perceived value. The OLE elements with the highest mean importance and satisfaction ratings related to student access of online learning resources. Other detailed results are also reported. We demonstrate a method for, and one large-scale case study of, quantifying and visualising the trajectories of engagement that students have had with an institutional OLE over time.Keywords: online learning environment; learning management system; repeated cross-sectional evaluation; student survey(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 17143 - http://dx.doi.org/10.3402/rlt.v20i0.17143

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

scholarly journals American Medical Student Perceptions of the Online Learning Environment, their Quality of Life, and the School of Medicine’s Response During COVID-19 Pandemic

2020 ◽  
Author(s):  
Eric W. Villanueva ◽  
Hannah Meissner ◽  
Ryan W. Walters
Keyword(s):  
Quality Of Life ◽  
Online Learning ◽  
Medical Student ◽  
Medical Students ◽  
Learning Environment ◽  
American Medical ◽  
Student Perceptions ◽  
Medical Schools ◽  
Online Learning Environment

Abstract Purpose: Responding to the COVID-19 pandemic, American medical schools made swift changes to clinical education based on guidelines provided by the Association of American Medical Colleges. We collected medical student perceptions of the online learning environment, quality of life (QoL), and the pandemic response by their School of Medicine (SoM). The purpose of this study was to provide suggestions to inform medical schools’ response during the continuation of this pandemic and the next.Methods: Between April 29, 2020 and May 16, 2020, the authors distributed a 60-item questionnaire that assessed demographics, learning environment, QoL, and the SoM response. Likert-type items were analyzed on an item-by-item basis, whereas themes were identified for open-ended questions.Results: A total of 330 medical students (of 632; 52.2%) responded. Those who responded had positive perceptions of the online learning environment with moderate QoL disruptions to concentration and sleep. Although most students perceived being able to contribute meaningfully to the healthcare setting, they viewed themselves as underutilized. Three themes encapsulated both positive and negative perceptions of the SoM’s response—communication, learning environment, and empathy and support.Conclusion: These findings provide insight into medical student perceptions of their learning environment and QoL as they acclimated to changes resulting from the COVID-19 pandemic. Results can help inform a SoM’s response during the continuation of the COVID-19 pandemic as well as during future pandemics or crises. Follow‐up surveys of medical students at multiple institutions across the United States and abroad will be essential to better characterize student perceptions.

scholarly journals The role of community of inquiry and self-efficacy on accounting students’ satisfaction in online learning environment

2021 ◽  
Vol 25 (1) ◽  
pp. 1-16
Author(s):  
Fachmi Pachlevi Yandra ◽  
Badr Alsolami ◽  
Ivana Oktarina Sopacua ◽  
Wisnu Prajogo
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Social Presence ◽  
Self Efficacy ◽  
Community Of Inquiry ◽  
Accounting Students ◽  
Educational Institutions ◽  
Online Learning Environment ◽  
Higher Educational Institutions ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework provides a solid guideline for researchers to investigate a quality of online learning. However, there are still very limited studies that explore the pattern of relationships between CoI framework and accounting students’ satisfaction in online learning. In the context of online learning, self-efficacy plays a role to determine the level of students’ confidence to get success in the learning process. Students with a high level of self-efficacy will not perceive a difficult task as an obstacle to be avoided, but rather as a challenge to develop abilities. This research aims to explore the relationship between CoI framework and accounting students’ satisfaction through online learning self-efficacy. Self-administered survey was conducted to 437 accounting students. Hypothesis was tested using SEM-PLS. Results showed that CoI framework were good predictors of accounting students’ satisfaction. Different from most studies, this research found that students were more influenced by social presence instead of teaching presence. Higher educational institutions needed to focus on how to improve social presence in the online learning environment. In addition, higher educational institutions needed to manage students' online learning self-efficacy instead of technology self-efficacy.

Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning

2010 ◽  
pp. 578-594
Author(s):  
Gregory C. Petty ◽  
Iryna P. Loboda
Keyword(s):  
Experimental Study ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Self Efficacy ◽  
Computer Training ◽  
The Self ◽  
Online Learning Environment ◽  
Computer Skill ◽  
Quasi Experimental

As more studies investigate the effectiveness of online instruction for adult learners it is important not to overlook the effects of computer self-efficacy of students. Online learning requires a certain level of computer skill for the student to be successful. This chapter explores the value and efficacy of basic computer training to improve the effectiveness of instruction in an online learning environment. Included is a review of self-efficacy related to online learning and the results of a quasi experimental study that reinforces the value of basic computer training for improving the adult learners’ self-efficacy.

Sign in / Sign up

Export Citation Format

Share Document