PENGARUH INTERACTION ENVIRONMENT DAN LEARNER CHARACTERISTIC TERHADAP KEPUASAN DALAM PENGGUNAAN SISTEM E-LEARNING

Studi ini bertujuan untuk mengetahui ada tidaknya pengaruh yang signifikan antara interaction-environment dan learner-characteristic sebagai variabel independen terhadap e-learning satisfaction sebagai variabel dependen. Disini faktor interaction- environment direpresentasikan melalui variabel-variabel Learner-content interaction, Learner- instructor interaction, dan Learner-learner interaction. Sedangkan faktor learner- characteristics direpresentasikan melalui variabel-variabel Self-efficacy dan Self- directed. Studi dilakukan pada sebuah perguruan tinggi swasta di Jakarta, dan sebagai sampel penelitian dipilih para mahasiswa di institusi tersebut dengan teknik purposive sampling. Metode analisis data menggunakan teknik regresi linier berganda. Hasil olah data menunjukkan bahwa semua variabel independen berpengaruh positif dan signifikan terhadap variabel dependen, kecuali Learner-learner interaction tidak berpengaruh signifikan terhadap E-learning satisfaction.

Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis

<p>The COVID-19 pandemic caused learning to be done with an online system, one of which is by using e-learning. The use of e-learning received a lot of reactions, both from the student and lecturer side. Lecturers should be able to make the best preparation, both in terms of materials, media, content, interaction and flexibility in the use of e-learning, so that students do not have difficulty in distance learning done. While students should prepare themselves as best as possible, both in terms of technology, ability, interaction with colleagues and lecturers, as well as motivation in conducting distance learning using e-learning. This study aimed to investigate student satisfaction in using e-learning as a method of distance learning during the COVID-19 pandemic, using Importance Performance Analysis (IPA). The number of respondents in this study was 132 students. The results showed that there are several factors that need to be improved, such as materials presented in e-learning, interaction with lecturers, availability of facilities, and lecturers. Factors that should be maintained included flexibility, assessment in e-learning that is felt to be appropriate, the benefits of e-learning, and students' ability to allocate time. Meanwhile, factors that are considered less important and do not obtain priorities include peers, easy-to-understand materials, ability to learn independently and understand tasks. In addition, students consider there are several factors that are considered too excessive, namely self-motivation, ability to understand the use of e-learning, independent learning process.</p>

Experiences of Distance Education Students with Their Study Modules: The Case of University of Education, Winneba (UEW), Ghana

Design of distance education course materials is the single most important aspect of any distance education program. In recent times, many have questioned the experiences of the learners in the use of their course modules. The purpose of this phenomenological study was to find out the experiences of the distance education students in their use of the course modules (learner-content interaction), to see how it has been engaging, effective and efficient in their distance learning journey. Five graduates of the UEW distance education programme were chosen at random for this study and the in-depth interview guide was used to gather data. The four major themes that emerged from the phenomenological reduction process of the learners’ experiences with the distance education course modules were the user experience; module content; interactivity of the modules; and assessments. The findings of the study were that respondents had positive experiences in user experiences, module content, and interactivity of the modules. They however had not so good experiences with the assessment practices of their program. The findings only confirm the importance of learner-content interactions in distance education, it also adds to the limited literature on learner-content interaction in distance education in the developing countries like Ghana.

Learner-content interaction in e-learning- the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners

Envisioning learning sans interaction is absurd. Interaction plays a pivotal role in the efficacy and effectiveness of the present-day blended learning systems. Learner-content interaction contributes predominately towards the successful realization of the expected learning outcomes. In order to satisfy the learners and to impart them quality knowledge and education, e-learning content comprising of excellent learning and website content is of paramount importance. In the present COVID-19 outbreak challenging times the significance of e-learning system development and its application is much more pronounced. To gauge this, the study aims to examine the relationship between learner-content and the e-learning quality to determine the impact of e-learning quality on learners’ satisfaction under the moderating effect of perceived harm due to COVID-19. A structured questionnaire was used to gather data from 435 graduate and undergraduate management students (International and national) in Indian Universities. Findings indicate statistically significant relationships between the e-learning content and e-learning quality and; e-learning quality and the students’ satisfaction. The perceived harm has an insignificant moderating effect on students’ satisfaction. The results of the study further depict that the quality of e-learning has a significant positive relationship with the students’ satisfaction, and this relationship is not affected by the threat of being infected on the campus during the pandemic of COVID-19. To achieve the learners’ satisfaction, the institutions should strive for rendering the e-learning content of supreme quality. The mediating role of e-learning quality between content and students’ satisfaction is also established to be a significant one.

Introduction

The chapter provides an introduction to the key themes of the book. It introduces the problem of context-sensitivity, and its theoretical significance. It then outlines the key elements of the account the book develops—the notion of context, of content, and of context-content interaction—situating them with respect to the dominant tradition in theorizing about context-sensitivity. The chapter, finally, outlines some of the philosophical ramifications of this account and of its criticism of the traditional model for the nature of context, content, and their interaction. The book argues that the traditional model of context-sensitivity underlies the linguistic arguments for non-propositional accounts of content and non-classical semantics that have gained support in recent literature. But it is the traditional model that should be abandoned instead, and replaced with a more adequate linguistic model of context this book develops.

University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

PurposeThis study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.Design/methodology/approachA correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.FindingsThe mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.Originality/valueOnline education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

Trifecta of Student Engagement

This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.

Predictors of students’ perceived learning in off-campus learning environment: Online interactions are not enough

This study aimed to investigate how three online interaction variables (i.e., learner-instructor interaction, learner-content interaction, and learner-learner interaction) and self-efficacy for learning can predict students’ perceived learning in an off-campus learning environment. A total of 654 polytechnic students participated in the study. By controlling gender and age, regression results showed that self-efficacy for learning was the significantly strongest predictor of perceived learning, followed by learner-content interaction. Perceived learning and learner-instructor interaction for males were significantly higher than females. Finally, implications of these findings along with limitations of the study and directions for future research are discussed in the paper.