The Relationship among Pre-Class Learning Participation, Task Value, Learning Presence, Class Participation, Learning Satisfaction in Teaching Profession Courses with Flipped Learning

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

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Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

Education Sciences ◽

10.3390/educsci11050249 ◽

2021 ◽

Vol 11 (5) ◽

pp. 249

Author(s):

Chun-Hsiung Huang

Keyword(s):

Blended Learning ◽

Influencing Factors ◽

Structural Equation ◽

Positive Impact ◽

Ease Of Use ◽

Perceived Usefulness ◽

Learning Motivation ◽

Perceived Ease Of Use ◽

Learning Satisfaction ◽

The Relationship

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

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From self-evident norms to contingent couplings: A systems-theoretical analysis of changes in the relationship between schools and the function systems in Denmark

European Educational Research Journal ◽

10.1177/14749041211009742 ◽

2021 ◽

pp. 147490412110097

Author(s):

Niels Åkerstrøm Andersen ◽

Justine Grønbæk Pors

Keyword(s):

Theoretical Analysis ◽

Education System ◽

Teaching Profession ◽

School Governance ◽

World Society ◽

Historical Account ◽

And Function ◽

The Relationship ◽

Point Of Departure

Taking a point of departure in the paradoxical fact that the increase in educational knowledge leads to an increase in uncertainty for educational organisations, this article explores how uncertainty and contingency have increasingly become an integral part of school governance. The article draws on Niklas Luhmann’s theory of ‘World Society’ as a functional differentiated society providing a range of different symbolic media for educational organisations. To trace the increase in the complexity of governing, we provide a historical account of the shifting couplings between schools and function systems. We show how the school becomes linked to an increasing number of symbolic media so that education becomes only one out of many other concerns. The article studies the consequences these shifting couplings have for how schools are governed and how they are expected to self-manage their relationship to different function systems. The article adds to existing studies of how education has become more and more differentiated with the argument that this has also led to new forms of couplings between schools and the education system with a number of important implications for the teaching profession.

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Class Participation in Accounting Courses: Factors That Affect Student Comfort and Learning

Issues in Accounting Education ◽

10.2308/iace.2010.25.4.613 ◽

2010 ◽

Vol 25 (4) ◽

pp. 613-629 ◽

Cited By ~ 25

Author(s):

Elise J. Dallimore ◽

Julie H. Hertenstein ◽

Marjorie B. Platt

Keyword(s):

Practical Implication ◽

Business Students ◽

Accounting Education ◽

Path Model ◽

Class Discussion ◽

Course Content ◽

Class Participation ◽

Accounting Courses ◽

Abstract Class ◽

The Relationship

ABSTRACT: Class discussion is frequently used in accounting education. Prior research indicates that preparation for and frequency of participation in class discussion is positively related to students’ comfort participating. This study extends this literature by examining the relationship between class participation and learning. In this study, 323 sophomore business students enrolled in accounting courses and completed pre- and post-course surveys concerning their perceptions about class discussion; in addition, instructors provided students’ grades for our use in this study. Path model results indicate that preparation is positively related to frequency of participation, which, in turn, is positively related to students’ comfort participating in class discussion. Furthermore, students’ comfort participating in class discussion is positively related to learning. A practical implication of this finding on the learning-comfort relationship is that instructors’ efforts to foster student comfort with class discussion—especially efforts directed at increasing their preparation and participation frequency—should lead to increased student mastery of course content.

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