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Examination of Interaction Variables as Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses ePub download

by Veronica A. Thurmond

  • Author: Veronica A. Thurmond
  • ISBN: 1581121814
  • ISBN13: 978-1581121810
  • ePub: 1715 kb | FB2: 1316 kb
  • Language: English
  • Category: Networking & Cloud Computing
  • Publisher: Dissertation.Com. (April 1, 2003)
  • Pages: 252
  • Rating: 4.9/5
  • Votes: 449
  • Format: doc mobi azw mbr
Examination of Interaction Variables as Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses ePub download

Thurmond (2003) found learner-instructor interaction to be the most significant predictor of student satisfaction in a study involving undergraduate and graduate students participating in web-based nursing courses.

Thurmond (2003) found learner-instructor interaction to be the most significant predictor of student satisfaction in a study involving undergraduate and graduate students participating in web-based nursing courses. Similarly, Bolliger and Martindale (2004) found learner-instructor interaction to be the most important factor impacting student satisfaction in a sample of graduate students enrolled in multiple online instructional technology courses in a regional univer- sity.

Second, satisfaction and enrollment were affected by students' perception of the technology as contributing to wasted time. Third, students who did not miss the face-to-face interactions as much tended to be more satisfied and were willing to take other online courses.

Veronica A. Thurmond. Pub AbstractText: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes

Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age.

Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence. Pub AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes.

Examination of interaction variables as predictors of students’ satisfaction and willingness to enroll in future web-based . The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42 (5), 790- 800.

Examination of interaction variables as predictors of students’ satisfaction and willingness to enroll in future web-based courses while controlling for student characteristics. Retrieved from Thurmond, V. & Wambach, K. (2004). International Journal of Instructional Technology and Distance Learning, 1 (1), 9-26. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.

Examination of interaction variables as predictors of students’ satisfaction and willingness to enroll in future Web-based courses. Doctoral dissertation. University of Kansas Medical Center, Kansas City, K. oogle Scholar. Uttendorfer, M. (2003). Interactivity in an online course: Making it more than page turning. In G. Richards (E., Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education (pp. 147–149).

Examination of Interaction Variables as Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based . Considering theory in assessing quality of web-based courses. Veronica A.

Examination of Interaction Variables as Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics. i ABSTRACT The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. There are significant implications to jumping on the Internet-course bandwagon, and several questions should be answered before offering or enrolling in such a course.

Examination of Interaction Variables As Predictors of Students Satisfaction and Willingness to Enrol In Future Web-Based Courses.

engagement with the course content, other learners, the instructor, and the technological 4. medium used in the course. True interactions with other learners, the instructor, and the technology results in a reciprocal exchange of information. The exchange of information is intended to enhance knowledge development in the learning environment. Examination of Interaction Variables As Predictors of Students Satisfaction and Willingness to Enrol In Future Web-Based Courses. University of Kansas Medical Centre, Kansas City, KS.

Examination of interaction variables as predictors of students' satisfaction and willingness to enroll in future . courses while controlling for student characteristics. Published Dissertation. USA: University of Kansas. An investigation and analysis of politeness strategies employed in college English teachers’ classroom feedback. In support of a functional definition of interaction. The American journal of distance education 8 (2), 6-26.

April 27, 2011 History. Offerings of distance education (DE) and Web-based courses are on the rise. found in the catalog. Examination of Interaction Variables As Predictors of Students' Satisf. 1 2 3 4 5. Want to Read.

Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.
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