Assessing an Online Student Orientation: Impacts on Retention, Satisfaction, and Student Learning

Watts, Julie

doi:10.1080/10572252.2019.1607905

Cited by 31 publications

(19 citation statements)

References 31 publications

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“…In addition, a useful orientation module will ensure that students embark in the course with a solid understanding of the learning objectives and course expectations. Orienting students to an online TBL course will not only improve student-learning outcomes, but also clarify student responsibilities, which helps decrease high dropout rates for online students (Ali & Leeds, 2009;Bawa, 2016;Cho, 2012;Cho & Tobias, 2016;Paulsen & McCormick, 2020;Watts, 2019). One of the conceptual strengths of integrating TBL in an online environment is its dynamic nature.…”

Section: Resultsmentioning

confidence: 99%

“…Orientation is now considered a mandatory activity for virtually all university and college courses. An effective orientation familiarizes students to the course objectives and activities, allowing the student the ability to complete the course successfully (Watts, 2019). Within the team-based learning (TBL) orientation, the module should consist of (1) information about the TBL strategy, including content and structure of the course; (2) team assimilation and practice opportunities for applying module concepts to complex problems; and (3) faculty and student introductions.…”

Section: Importance Of An Orientation Module In An Online Team-based mentioning

confidence: 99%

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Orientation principles for online team‐based learning courses

Clark

Merrick

Styron

et al. 2021

New Drctns for Teach & Learn

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Section: Resultsmentioning

confidence: 99%

Section: Importance Of An Orientation Module In An Online Team-based mentioning

confidence: 99%

Orientation principles for online team‐based learning courses

Clark

Merrick

Styron

et al. 2021

New Drctns for Teach & Learn

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“…Swartz et al (2010) got high satisfaction responses from their students after applying online learning with a smartphone. Synchronous online learning through smartphone provides student chance to interesting peer collaboration (Watts, 2019). Students can communicate freely in synchronous and asynchronous media to build an excellent online community (Cho, 2012;Safaruddin et al, 2020).…”

Section: The Level Of Students' Satisfaction With Lms3ioplmentioning

confidence: 99%

Studentsâ€™ Perception of Learning Management System Supported Smartphone: Satisfaction Analysis in Online Physics Learning

Rizal

Rusdiana

Setiawan

et al. 2020

JPII

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Learning Management System Supported Smartphone (LMS3) is a new and innovative application in online physics learning synchronously. The research aims to investigate the level of studentsâ€™ satisfaction in using LMS3 and determine predictor variables that affect the level of studentsâ€™ satisfaction. A descriptive study with survey method was implemented to 71 physics education students who attended online physics learning. The instrument in this research was a Studentsâ€™ Satisfaction of LMS3 Questionnaire (S2LMS3Q). The average percentage determined the level of studentâ€™s satisfaction, and multiple correlations and multiple regressions determined the predictor variables. The level of satisfaction in using LMS3 reached a high level with an average of 76.03%. At the 0.01 significance level, the adjusted R2 value of four predictor variables was 0.393. The multiple correlation analysis showed Î² for each predictor variable were 0.34 for gender, 0.07 for age, 0.43 for experience in using LMS, and 0.13 for internet connection. In conclusion, the level of studentsâ€™ satisfaction was high, and the most influential predictor variables were the experience in using LMS and age. This study suggests an in-depth evaluation of online learning through studentsâ€™ perceptions in order to improve the quality of further learning.

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“…As we restructure courses to create well-designed online biology courses, we need to incorporate Biel and Brame’s ( 29 ) three recommendations to make matched equivalents to traditional courses. The first recommendation includes hosting an online course-specific orientation, which reduces attrition and improves grades in an online biology course ( 30 , 31 ). The second recommendation is to ensure substantial opportunities for student–instructor interaction, which contribute to student success.…”

Section: Discussionmentioning

confidence: 99%