Personality and Online Learning

2010 ◽  
pp. 126-139 ◽  
Author(s):  
Kevin Downing
Keyword(s):  
Student Satisfaction ◽  
Learning Style ◽  
Classroom Environment ◽  
Online Courses ◽  
Asian Students ◽  
Online Discussion Forum ◽  
Undergraduate Programme ◽  
Student Learning Style ◽  
Satisfaction Measures ◽  
The Impact

This chapter provides a comparative evaluation of two pilot online courses with their traditionally taught counterparts in one of the universities of Hong Kong. As part of a natural experiment, students enrolled on two online courses were compared with their peers who were enrolled on the equivalent classroom based courses. Student satisfaction measures were taken from participants in both modes of delivery and compared with student learning style. This case highlights the impact of adopting a blended learning approach to an undergraduate programme, and suggests that Asian students who behave like Introverts in the classroom environment are likely to behave as online Extraverts when given the opportunity to reflect on what they have learned and contribute to an online discussion forum.

scholarly journals The Effect of Medium of Instruction on Undergraduate Student Learning Style in Video-based Learning

2020 ◽  
Vol 14 ◽  
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Medium Of Instruction ◽  
Treatment Groups ◽  
Video Based Learning ◽  
Good Learning ◽  
Student Learning Style ◽  
Interactive Videos ◽  
The Impact

The study aims to assess the impact of interactive and linear video on learning effectiveness of undergraduate informatics students with different predominant learning styles (visual, aural, read/write and kinesthetic style). The students in different treatment groups (learning with interactive vs. linear video) have achieved very good learning outcomes and those who used interactive videos achieved better learning outcomes. The impact of the kinesthetic predominant learning style on learning with interactive videos was not evident, i.e. the predominant learning style of the undergraduate informatics students did not affect their success, regardless of the type of video

Physical classroom environment affects students’ satisfaction: Attitude and quality as mediators

2019 ◽  
Vol 47 (5) ◽  
pp. 1-10 ◽  
Author(s):  
Heesup Han ◽  
Hyoungeun Moon ◽  
Hyerin Lee
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Physical Environment ◽  
Forward Selection ◽  
Perception Of Quality ◽  
High Level ◽  
The Impact ◽  
Students Satisfaction

Boosting student satisfaction with courses is undoubtedly a key challenge for higher education institutions. Our research was designed to understand better the role of the physical classroom environment, attitude toward the course, and perception of the quality of the course in forming student satisfaction with the course. Responses to paper-based surveys were collected during classes from students majoring in hospitality and tourism in 5 high-level universities in South Korea. We analyzed 401 responses by using a series of multiple regression analyses based on forward selection. The results showed that air quality, odor, noise, and equipment/amenity are essential physical classroom environment factors in determining attitude, perception of quality, and satisfaction. Attitude toward the course completely mediates the effect of odor on satisfaction, and quality partially mediates the impact of equipment/amenity on satisfaction. Overall, in this study we identified the salient role of certain features of the classroom physical environment in building students’ satisfaction with a course via attitudes toward, and evaluation of the quality of the course.

Technology-Infused Education

2017 ◽  
pp. 230-240
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Environmental Factors ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Online Classes ◽  
Teaching Online ◽  
The Impact ◽  
Students Satisfaction

Technology can be a useful tool to educate students. Online courses take advantage of these tools and provide students with the flexibility to complete the courses remotely. However, student perceptions of online classes will not be the same as they complete the course remotely, rather than interacting with other students and the instructor in a traditional classroom. This study seeks to better understand the factors of the online course environment and examines the impact that various online environmental factors have on student satisfaction. This study identifies factors that affect students' satisfaction toward the online class. These findings should help instructors teaching online classes concentrate more on factors that are considered to be important to their students.

A Proposed Framework to Explore Semantic Relations for Learning Process Management

2019 ◽  
Vol 15 (4) ◽  
pp. 46-70
Author(s):  
Ayman E. Khedr ◽  
Amira M. Idrees ◽  
Fahad Kamal Alsheref
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Process Management ◽  
Semantic Relations ◽  
Formal Description ◽  
Satisfaction Level ◽  
Student Learning Style ◽  
The Impact

This research argues that providing the students with the same material in different methods that correspond to their skills would guarantee their satisfaction as well as their level of success. This research focuses on the vital exploration of the suitable student learning style with respect to the student skills, the type of material and the impact of intelligent techniques. The research scope considers that students' skills are normally varied among individuals, this variation should be considered in the learning process. The proposed approach is based on the successful migration of different data across the components and a formal description of this data was presented to clarify the homogenous transformation according to the applied steps. The proposed framework has been applied on a set of students and the results revealed to a raise in the students' performance represented in their grades and their satisfaction level.

Using Traditional Classroom Facilitation Methods in Online Discussion

2013 ◽  
pp. 255-267
Author(s):  
Maura Valentino
Keyword(s):  
Online Courses ◽  
Online Discussion ◽  
Learning Experience ◽  
Discussion Forum ◽  
Traditional Classroom ◽  
Online Discussions ◽  
New Approaches ◽  
Online Discussion Forum ◽  
The Impact

This chapter studies the impact of the facilitator on the effectiveness of an online discussion forum. The study examined, categorized, and statistically analyzed 224 discussions from eight online courses. The results demonstrated that facilitators are presented with many opportunities to increase the probability of a successful learning experience and that facilitators should be encouraged to develop new approaches to improve the quality of online discussions by leveraging the unique qualities of an online discussion environment.

scholarly journals The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions

2020 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Laurie A Kimbrel
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Student Perception ◽  
Face To Face ◽  
Asynchronous Discussions ◽  
Before And After ◽  
Quasi Experimental ◽  
Course Material ◽  
The Impact ◽  
Clear Statement

Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.   

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

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