Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

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Interpersonal Assessment

Self, Peer and Group Assessment in E-Learning ◽

10.4018/978-1-59140-965-6.ch011 ◽

2011 ◽

pp. 259-278

Author(s):

Aditya Johri

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Class I ◽

Online Learning Environment ◽

Future Directions ◽

Group Assessment ◽

Online Class ◽

Face To Face

This chapter introduces and discusses the concept of interpersonal assessment.Interpersonal assessment refers to the act of assessing what other participantsin an online learning environment know and how they behave. Interpersonalassessment is critical for successful learning outcomes, especially incollaborative groups, since students need to know what others in a groupknow and how they act to be able to work them. Moreover, knowledge aboutparticipants has implications for self, peer, and group assessment. Althoughinterpersonal assessment is important for both online and traditionallearning environments, it is often more difficult to assess others in onlinelearning environments due to the lack of face-to-face interaction, mediatedcues, and unshared contexts. In this chapter, I review the literature tosupport this thesis theoretically and look at evidence from preliminary dataanalysis of an online class. I also suggest future directions for researchand practice.

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Relationship between learning outcomes and online accesses

Australasian Journal of Educational Technology ◽

10.14742/ajet.1353 ◽

2004 ◽

Vol 20 (3) ◽

Cited By ~ 5

Author(s):

Pannee Suanpang ◽

Peter Petocz ◽

Anna Reid

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Learning System ◽

Clear Relationship ◽

Online Learning Environment ◽

Online Study ◽

Business Statistics ◽

E Learning ◽

The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

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Reexamining the impact of self-determination theory on learning outcomes in the online learning environment

Education and Information Technologies ◽

10.1007/s10639-019-09863-w ◽

2019 ◽

Vol 24 (3) ◽

pp. 2159-2174 ◽

Cited By ~ 14

Author(s):

Hui-Ching Kayla Hsu ◽

Cong Vivi Wang ◽

Chantal Levesque-Bristol

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Self Determination Theory ◽

Self Determination ◽

Online Learning Environment ◽

The Impact

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The Other Side of Digitally Mediated Learning

Anonymity and Learning in Digitally Mediated Communications ◽

10.4018/978-1-60960-543-8.ch001 ◽

2011 ◽

pp. 1-21

Keyword(s):

Online Learning ◽

Learning Environment ◽

Student Satisfaction ◽

Learning Outcomes ◽

The Other ◽

Online Learning Environment ◽

Mediated Learning ◽

Construction Of Knowledge

Trust is an integral part of online learning. Learners must be able to trust the technology as well as the humans behind the technology. Anonymity provides protection and other benefits that support the co-construction of knowledge, yet there are potential tradeoffs that diminish this protection and increase the risk of deception. Cyber educators are responsible for designing and creating a safe online learning environment that promotes trust, hence increasing collaboration, student satisfaction, and improving learning outcomes.

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Inclusive considerations for optimal online learning in times of disasters and crises

Information and Learning Sciences ◽

10.1108/ils-04-2020-0083 ◽

2020 ◽

Vol 121 (7/8) ◽

pp. 481-486 ◽

Cited By ~ 1

Author(s):

Kim M. Thompson ◽

Clayton Copeland

Keyword(s):

Online Learning ◽

Learning Environment ◽

Student Learning ◽

Students With Disabilities ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Online Learning Environment ◽

Face To Face ◽

Course Redesign ◽

And Training

Emergencies can create situations where traditional face-to-face courses need to quickly be transferred to be online. When transitioning, it is easy to focus on simply moving content into an online learning management system quickly and training instructors and students in the basics of how to use the platform in a pared-down learning structure. However, this article argues that approaching emergency course redesign with accessibility in mind at the start of the transition will ensure that more students, including students with disabilities, succeed in the online learning environment. This also helps ensure the course is designed for optimal student learning outcomes.

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