Learner Performance and Satisfaction Level in Personalized Learning Environments

The overall aim of this chapter is to determine the personalizable online learning environments and learner participation in these environments, learner satisfaction in using them, and the effect of the environment on learners' course performance in terms of learning. With this purpose in mind, the researchers have tried to determine the learners' personalization preferences of content order and appearance in online learning environments offered and personalization-related satisfaction and performances. In data collection and analysis processes, both quantitative and qualitative methods were used and the study is designed as mixed model. In conclusion, more than half of the students carried out the personalization procedure and females customized the appearance of their environment in a high frequency rate compared to males. The study indicated that, in general, learners are satisfied with the personalization procedure and there is a significant difference in performances of students who fulfilled the procedure compared to those who did not.

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Learner Performance and Satisfaction Level in Personalized Learning Environments

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch069 ◽

2021 ◽

pp. 1386-1410

Author(s):

Irfan Sural ◽

Müjgan Yazici

Keyword(s):

Online Learning ◽

Learning Environments ◽

Mixed Model ◽

Course Performance ◽

Online Learning Environments ◽

Learner Performance ◽

Learner Participation ◽

Data Collection And Analysis ◽

Significant Difference ◽

Quantitative And Qualitative Methods

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Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Online Learning ◽

10.24059/olj.v22i2.1255 ◽

2018 ◽

Vol 22 (2) ◽

Cited By ~ 2

Author(s):

Lisa E Gurley, PhD, RN, CNE, COI

Keyword(s):

Online Learning ◽

Student Perceptions ◽

Learning Environments ◽

Faculty Perceptions ◽

Teaching Presence ◽

Online Learning Environments ◽

Faculty Preparation ◽

Significant Difference ◽

Perceptions Of Teaching ◽

Face To Face Learning

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence. Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments. An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence. Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training. Qualitative responses to corresponding interview questions supported the findings. The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.

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Supplemental Material for An Attribution-Based Motivation Treatment for Low Control Students Who Are Bored in Online Learning Environments

Motivation Science ◽

10.1037/mot0000081.supp ◽

2017 ◽

Keyword(s):

Online Learning ◽

Learning Environments ◽

Online Learning Environments

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A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.

Motivation Science ◽

10.1037/mot0000107 ◽

2019 ◽

Vol 5 (2) ◽

pp. 116-134 ◽

Cited By ~ 7

Author(s):

Jeremy M. Hamm ◽

Raymond P. Perry ◽

Judith G. Chipperfield ◽

Patti C. Parker ◽

Jutta Heckhausen

Keyword(s):

College Students ◽

Online Learning ◽

Learning Environments ◽

Online Learning Environments

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Is Internationalization Intentionally Integrated in Online Learning Environments? Exploring the Challenges and Possibilities

International Journal on Innovations in Online Education ◽

10.1615/intjinnovonlineedu.2020035172 ◽

2020 ◽

Author(s):

Omolabake Fakunle ◽

Jennifer Lock ◽

Carol Johnson

Keyword(s):

Online Learning ◽

Learning Environments ◽

Online Learning Environments

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Culturally-Sensitive E-Learning Practices for Library Education

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais361 ◽

2013 ◽

Author(s):

Leslie Farmer

Keyword(s):

Online Learning ◽

Learning Environments ◽

Culturally Sensitive ◽

Cultural Dimensions ◽

Educational Model ◽

Cultural Impact ◽

Online Learning Environments ◽

Library Education ◽

Learning Practices ◽

E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

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