The effect of social presence on self-efficacy, learning flow, and academic achievement in real-time online learning: Case study of college students majoring in airline services

2021 ◽  
Vol 35 (11) ◽  
pp. 113-128
Author(s):  
Min-Jung Lee ◽  
Yunmi Park
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Online Learning ◽  
Real Time ◽  
Social Presence ◽  
Self Efficacy ◽  
Learning Flow

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

Maximizing Multicultural Online Learning Experiences with the Social Presence Model, Course Examples, and Specific Strategies

2012 ◽  
pp. 395-413 ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers
Keyword(s):  
Human Rights ◽  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Social Presence ◽  
Cultural Learning ◽  
Online Interactions ◽  
The Social ◽  
Prior Experiences

This chapter presents Whiteside’s (2007) Social Presence Model, course examples, and specific strategies and explains how such factors help facilitators maximize interactions in multicultural, online learning environments. The model provides a framework rooted in socio-cultural learning, linguistic nuances, learning communities, prior experiences, and instructor investment. The chapter also illustrates how the Social Presence Model, coupled with examples from a Human Rights Education case study and research-based strategies, can make significant differences in online interactions.

scholarly journals College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

Mathematics/science self-efficacy and academic achievement on persistence of college students

2014 ◽  
Author(s):  
Spurty Surapaneni ◽  
Lisa M. Larson ◽  
Kathryn M. Pesch ◽  
Verena S. Bonitz ◽  
Tsui-Feng Wu ◽  
...  
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy
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