Factors Influencing Students Intention to Take Web-Based Courses in a College Environment

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch085 ◽

2010 ◽

pp. 1256-1267

Author(s):

Hamid Nemati ◽

Marcia Thompson

Keyword(s):

Learning Style ◽

Self Regulation ◽

College Education ◽

College Environment ◽

College Level ◽

College Courses ◽

Online Classes ◽

Web Based ◽

Factors Influencing ◽

University Setting

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed.

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Factors Influencing Students Intention to Take Web-Based Courses in a College Environment

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2009070107 ◽

2009 ◽

Vol 5 (3) ◽

pp. 83-93 ◽

Cited By ~ 1

Author(s):

Hamid Nemati ◽

Marcia Thompson

Keyword(s):

College Environment ◽

Web Based ◽

Factors Influencing

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Virtual Classrooms: How Online College Courses Affect Student Success

The American Economic Review ◽

10.1257/aer.20151193 ◽

2017 ◽

Vol 107 (9) ◽

pp. 2855-2875 ◽

Cited By ~ 55

Author(s):

Eric P. Bettinger ◽

Lindsay Fox ◽

Susanna Loeb ◽

Eric S. Taylor

Keyword(s):

Student Success ◽

College Level ◽

College Courses ◽

Online Classes ◽

Virtual Classrooms ◽

Local Average Treatment Effects ◽

The University ◽

Instrumental Variables Approach ◽

Local Average ◽

College Grades

Online college courses are a rapidly expanding feature of higher education, yet little research identifies their effects relative to traditional in-person classes. Using an instrumental variables approach, we find that taking a course online, instead of in-person, reduces student success and progress in college. Grades are lower both for the course taken online and in future courses. Students are less likely to remain enrolled at the university. These estimates are local average treatment effects for students with access to both online and in-person options; for other students, online classes may be the only option for accessing college-level courses. (JEL I23, I26)

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False hope: underprepared students’ pursuit of postsecondary degrees

English Teaching Practice & Critique ◽

10.1108/etpc-11-2014-0002 ◽

2015 ◽

Vol 14 (1) ◽

pp. 44-59 ◽

Cited By ~ 1

Author(s):

Pamela Dunston ◽

Julia Wilkins

Keyword(s):

Academic Success ◽

College Readiness ◽

Self Regulation ◽

College Education ◽

Underprepared Students ◽

Unique Contribution ◽

College Level ◽

Content Type ◽

Advantages And Disadvantages ◽

Admission Requirements

Purpose – The purpose of this paper is to examine the need for postsecondary education and the gap between students’ academic preparedness and the demands of college-level work. Design/methodology/approach – The authors examined the advantages and disadvantages of different postsecondary institutions, their admission requirements, the cost of attending and the realities of degree attainment for underprepared students. The authors focus specifically on problems faced by students with weak literacy skills who enroll in universities that do not have admission requirements. They consider the importance of early learning and educational experiences that positively affect college readiness and highlight the responsibilities of institutions and faculty in assisting underprepared students who are enrolled in postsecondary programs. Findings – Findings suggest the key to college readiness and postsecondary academic success depend on students’ ability to attain (a) proficiency in literacy at early grade levels, (b) knowledge of expository texts, (c) study strategies, and (d) personal behaviors such as paying attention, completing assignments, persisting in difficult tasks, and self-regulation that contribute to academic success. Originality/value – This paper presents a synthesis of findings from reports on postsecondary students’ preparedness for college-level work. In that the authors draw on their experiences as professors in different types of institutions, this article is highly original and makes a unique contribution. Currently, there is a belief in the USA that everyone needs a college education. The authors demonstrate that this view is neither accurate nor realistic.

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Does Community of Inquiry Predict Self-Regulation for Undergraduates in Online Classes?

PsycEXTRA Dataset ◽

10.1037/e508232019-001 ◽

2019 ◽

Author(s):

Jati Ariati ◽

Mike Yough ◽

Jane Vogler ◽

William James ◽

Jun Fu ◽

...

Keyword(s):

Community Of Inquiry ◽

Self Regulation ◽

Online Classes

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FACTORS, INFLUENCING THE FORMATION OF PROFESSIONAL SELF-IDENTIFICATION AND SELF-REGULATION AMONG STUDENTS IN A MODERN UNIVERSITY

Personality and Society ◽

10.32743/2658-6487.2019.11.11.192 ◽

2019 ◽

Vol 11 (11) ◽

Author(s):

Ngo Duc Tai

Keyword(s):

Self Regulation ◽

Factors Influencing ◽

Professional Self

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The Politics of Distance Edcucation

Public Voices ◽

10.22140/pv.246 ◽

2017 ◽

Vol 5 (3) ◽

pp. 3

Author(s):

Mark Peterson

Keyword(s):

Higher Education ◽

Distance Education ◽

Interactive Television ◽

Small Population ◽

The Internet ◽

Instructional Software ◽

College Level ◽

Web Based ◽

Political Perceptions ◽

Fiscal Efficiency

"Distance education" at the college level is well over a century old. It has served the needs of a numerically large, but proportionately small population of learners who have eschewed the campus classroom. These correspondence school enrollees, educational TV watchers, and audiocassette listeners have had only modest impact on the structure, mission, and strategy of the institutions serving them. But that is now changing, and changing very dramatically. The advent of the Internet, interactive television technology, and web-based instructional software, coupled with administrative and political perceptions of educational reformation and fiscal efficiency, may be causing nothing less than a revolution in higher education. By applying a feminist model of assessment called "unthinking technology," that is to say, exploring the potential, but unthought of socio-political aspects of this technological revolution, this paper raises significant questions about the security of the traditional academic enterprise. "The Politics of Distance Education" urges a pro-active embrace of these technologies by the academy in order to enable a legitimate "competency for grievance" so that the protection of the validity of higher education, and legitimacy of the academic profession can be ethically defended and publicly respected, rather than being viewed as mulish resistance to the inevitable.

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Student Assessment of Learning Gains (SALGains)

Business Communication Quarterly ◽

10.1177/1080569904273332 ◽

2005 ◽

Vol 68 (1) ◽

pp. 36-43 ◽

Cited By ~ 3

Author(s):

Gayle Vogt ◽

Catherine Atwong ◽

Jean Fuller

Keyword(s):

Student Perception ◽

Student Assessment ◽

Business Communication ◽

Online Classes ◽

Learning Gains ◽

Web Based ◽

Assessment Of Learning ◽

High Level

Student Assessment of Learning Gains (SALGains) is a Web-based instrument for measuring student perception of their learning in a variety of courses. The authors adapted this instrument to measure students’ achieved proficiency in analyzing cases in an advanced business communication class. The instrument showed that students did achieve a high level of proficiency and that they did so equally in both traditional and online classes.

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