A Research Study on Professor Trust and Learning Satisfaction of College Students in Rural & Fishing Communities - For Students at Universities in Pohang, Gyeongsangbuk-do -

2021 ◽  
Vol 33 (4) ◽  
pp. 243-256
Author(s):  
Eun-Hee Kim ◽  
Seon-Jeong Moon
Keyword(s):  
College Students ◽  
Research Study ◽  
Fishing Communities ◽  
Learning Satisfaction

Measuring Microcomputer Literacy

1987 ◽  
Vol 16 (1) ◽  
pp. 29-43 ◽  
Author(s):  
D. G. Dologite
Keyword(s):  
College Students ◽  
Comparative Analysis ◽  
Research Study ◽  
Average Student ◽  
Analysis Of Results

This article discusses the results of an on-going research study to measure microcomputer literacy. College students are surveyed about their previously acquired microcomputer literacy before taking a microcomputer course. The objective of the survey is to determine if students have enough preparation for an enriched course. The study, the methodology, and a detailed comparative analysis of results from fifty-four student cases divided between the 1985 and 1986 school years are discussed. A microcomputer literacy index is developed to measure average student literacy, to compare literacy from one class year to another, and to rank students in order of literacy. Implications for broader applications of the method used are discussed.

scholarly journals Mediating Effect of Positive Psychological Strength and Study Skills on Examination Anxiety among Nigerian College Students

2020 ◽  
Vol 12 (4) ◽  
pp. 1479
Author(s):  
Aqeel Khan ◽  
Mustapha Alhaji Grema ◽  
Adibah Binti Abdul Latif ◽  
Herwina Bahar ◽  
Iswan Iswan ◽  
...  
Keyword(s):  
College Students ◽  
Study Skills ◽  
Direct Relationship ◽  
Research Study ◽  
Vital Role ◽  
Mediating Effect ◽  
Educational Setting ◽  
Educational Levels ◽  
Nigerian College Students ◽  
Psychological Strength

Examination plays a vital role in the present contemporary educational setting as well as serving as an indicator and yardstick to place students in relation to their examination scores after they undergo the examination. However, students at different educational levels experience examination anxiety, which can interfere with making right decisions either before or during examinations and is considered to be a phenomenon associated with low examination scores. Therefore, the present research study was aimed at determining the mediating effect of positive psychological strengths between study skills and examination anxiety among Nigerian college students. The study employed survey research on 315 Nigerian college students. The result of the path analysis shows that study skills (SSK) have a significant and direct relationship on examination anxiety. The mediation between positive psychological strength (PPS) and examination anxiety is identified as being effective and significant. Therefore, positive psychological strength (PPS) acts as an effective mediator towards examination anxiety.

scholarly journals Would It Be Better if Instructors Technically Adjust Their Image or Voice in Online Courses? Impact of the Way of Instructor Presence on Online Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Mingze Yuan ◽  
Jialing Zeng ◽  
Aihua Wang ◽  
Junjie Shang
Keyword(s):  
College Students ◽  
Social Presence ◽  
Online Video ◽  
Original Image ◽  
Virtual Image ◽  
Learning Achievement ◽  
The Real ◽  
Learning Satisfaction ◽  
Instructor Presence ◽  
Better Than

This study investigated the effects of the changes in the image and voice of instructors in online video courses on online learner's learning achievement, social presence, learning satisfaction, and academic emotion. Two simultaneous online experiments were conducted with 122 college students in the image experiment, where the course videos varied in terms of the instructor's image (original image, face-beautified image, virtual image, and no image), and 93 college students in the voice experiment, where the course videos varied in terms of the instructor's voice (original voice, mutated voice, computer-synthesized voice). The results showed that learners viewing videos without instructor images had better learning achievements and less academic boredom relative to those who viewed videos with instructor images. However, the real instructor images were able to promote learners' learning satisfaction of instructor-student interaction more than no image and virtual image and promote satisfaction of instructor teaching more than virtual image. Meanwhile, learners' evaluation of the real instructor images was better than that of the virtual instructor image, and their evaluation of the face-beautified instructor image was better than the original image. Moreover, learners evaluated real instructor voices better than the computer-synthesized voice. In addition, the linear regression analysis revealed that the evaluations of both instructor's image and voice had a positive relationship with learners' social presence, learning satisfaction, and enjoyment, whereas they had a negative relationship with learner's boredom. And the evaluation of the instructor's image positively predicted student's transfer learning achievement. Thus, we suggested that the way of instructor presence should be well-designed and integrated with the course's instructional design and image and voice processing technology can be applied to assist online video course development.

scholarly journals A Comparison of Students' Learning Outcomes in a Writing-Intensive Course Taught in Both Face-to-Face and Fully-Online Settings

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Chaitanya Ravi ◽  
Ying-Ying Kuo
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Research Study ◽  
Online Course ◽  
Satisfaction Level ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Final Grades ◽  
Upper Level ◽  
Intensive Course

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.

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