A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments

Abdous, M’hammed; Yen, Cherng‐Jyh

doi:10.1016/j.iheduc.2010.04.005

Cited by 95 publications

(45 citation statements)

References 51 publications

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“…Wang (2004) supported the use of video conferencing in distance learning for the provision of oral-visual interaction. Abdous and Yen (2010) found that delivery mode (face-to-face, satellite broadcast, and live video streaming) was not a useful predictor for self-perceived learner-to-teacher interaction. Although a number of studies have been conducted on interaction and synchronous systems, few studies analyzed the four types of interaction in the virtual classroom.…”

Section: Interaction In Online Coursesmentioning

confidence: 81%

Examining interactivity in synchronous virtual classrooms

Martin

Parker

Deale

2012

IRRODL

141

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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

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Section: Interaction In Online Coursesmentioning

confidence: 81%

Examining interactivity in synchronous virtual classrooms

Martin

Parker

Deale

2012

IRRODL

141

View full text Add to dashboard Cite

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“…Arguably, the continuously personalized feedback also allows ISI tools to be perceived as more useful and with higher IQ than the SP tools. According to Zhang et al (2006) and Abdous and Yen (2010), e-learning tools would help to improve both learning satisfaction and the assessment score which is a measure on learning outcome. In this study, learning outcome (LO) refers to the perceived grade increment after using the chosen e-learning tool.…”

Section: H2: the Perceived Usefulness Of Isi E-learning Tools Is Highmentioning

confidence: 99%

Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools

Hsieh

Cho

2011

Computers & Education

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E-learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor-student interactive (ISI) elearning tools. Although both types of tools represent promising solutions to facilitate the learning process, it is important to theoretically identify a framework to evaluate the success of these tools and assess whether one type of tool is more effective than another. Toward this end, we (1) propose a model to evaluate e-learning tools' success by extending and contextualizing Seddon's information systems (IS) success model for the e-learning environment and (2) formulate four hypotheses to predict the differences in the success factors between SP and ISI tools. We test the model and hypotheses using data from 783 students across seven higher education institutions in Hong Kong. The results support the proposed e-learning tool success model and three of the four hypotheses. ISI tools outperform SP tools in terms of system quality, perceived usefulness, satisfaction, and learning outcome.

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“…Not all online instructors, however, are aware of how to promote online interactions among students or between themselves and their students (Abdous & Yen, 2010;An, Shin, & Lim, 2009;Dennen, Darabi, & Smith, 2007;Lewis & Abdul-Hamid, 2006;Wilson & Stacey, 2004;Young, 2006;Zydney, deNoyelles, & Seo, 2012). Accordingly, numerous online researchers and practitioners have proposed the use of scaffolding strategies to promote interactions based on survey results, interviews, and literature reviews (Young, 2006;McIsaac et al, 1999;Rovai, 2007).…”

Section: Introductionmentioning

confidence: 99%

Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

Cho

2016

IRRODL

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A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors' conscious and effortful use of scaffolding strategies to promote interactions in online courses. The purpose of this research was to develop a scale assessing online instructors' use of scaffolding strategies to promote interactions. We employed a scale development method for the study. Exploratory factor analysis revealed one factor structure associated with instructors' use of scaffolding strategies to promote interactions in online settings.Confirmatory factor analysis conducted with a different group of online students indicated that the onefactor model fits the data well. In addition, significant correlations with social presence and classroom learning community scales further demonstrated convergent validity. The new scale of online instructors' use of scaffolding strategies to promote interactions demonstrated psychometrically sound validity and reliability.

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A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments

Cited by 95 publications

References 51 publications

Examining interactivity in synchronous virtual classrooms

Examining interactivity in synchronous virtual classrooms

Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools

Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

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