Building student trust in online learning environments

Wang, Ye Diana

doi:10.1080/01587919.2015.955267

Cited by 73 publications

(43 citation statements)

References 33 publications

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“…MOOC learners' behavior is directly driven by trust (Costello, Brunton, Brown, & Daly, 2018). Establishing trust among online learning students is essential for the success of an online learning platform (Wang, 2014). Commitment is also important to develop online volitional behaviors.…”

Section: Relationship Qualitymentioning

confidence: 99%

Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality

Sun¹,

Ni²,

Zhao³

et al. 2018

Brit J Educational Tech

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Although Massive Open Online Courses (MOOCs) attract millions of people to enroll in their courses, the completion rate for most courses is very low. A majority of MOOCs students are not fully engaged in MOOCs, thus leading them to quit in the early stage of the courses. Therefore, it is important to investigate students’ engagement in MOOCs. Drawing on self‐determination theory and the theory of relationship quality, this study proposes a model that conceptualizes the MOOCs engagement as consisting of psychological engagement and behavioral engagement and explores the antecedents of students’ engagement in MOOCs. The research model is tested using data collected from 374 students of Chinese University MOOC. The results show that fulfillment of three basic psychological needs for autonomy, competence and relatedness have significant positive effects on intrinsic motivation, increasing students’ psychological engagement in MOOCs. Relationship quality significantly predicts students’ psychological engagement, and psychological engagement promotes behavioral engagement in MOOCs. Implications for research and practice as well as limitations of this study are discussed finally.

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Section: Relationship Qualitymentioning

confidence: 99%

Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality

Sun¹,

Ni²,

Zhao³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Wang (2014) in her comprehensive study on how to build trust in online education presented and analyzed 12 trust-inducing factors. In particular, giving a voice to disabled students on how this group perceived online learning and building trust, she tried to comprehend the views and challenges disabled students encountered when learning online.…”

Section: Implications From the Studymentioning

confidence: 99%

“…Online education is an alternative for students' learning (Wang, 2014), which is intended to focus on critical thinking and creation. However, online courses are commonly dictated by the technology (Callaway, 2012;Cole, Shelley, & Swartz, 2014) and are designed more for the convenience of the online system and the technology.…”

Section: Future Researchmentioning

confidence: 99%

Online Education and Its Effective Practice: A Research Review

2016

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Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.

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“…Two items for the UB were also adapted from Venkatesh et al (2003). Finally, four items were adapted from Mohammadyari and Singh (2015) and Wang (2014) were used to measure Trust. A 7-point Likert scale ranging from 1-strongly disagree to 7-strongly agree were used to measure the items that represent each construct within the proposed research model.…”

Section: Measurementmentioning

confidence: 99%

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

Masa'deh¹,

Tarhini²,

Mohammed³

et al. 2016

IJBM

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This study seeks to explore the factors that influence students' usage behaviour of e-learning systems. Based on the strong theoretical foundation of the Unified Theory of Acceptance and Use of Technology (UTAUT) and using structural equation modeling (SEM) via AMOS 21.0, this research paper examines the impact of performance expectancy, effort expectancy, hedonic motivation, habit, social influence, and trust on student's behavioural intention, which is later examined along with facilitating conditions on student's usage behaviour of e-learning systems. Data was collected from students at two universities in Beirut (capital of Lebanon) using a cross-sectional questionnaire survey between January and March 2015. The results revealed direct positive effect of performance expectancy, hedonic motivation, habit, and trust on student's behavioural intention to use e-learning explaining around 71% of overall behavioural intention. Meanwhile, behavioural intention and facilitating conditions accounted for 40% with strong positive effects on student's usage behviour of e-learning systems. However, both effort expectancy and social influence did not impact student's behavioural intention.

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Building student trust in online learning environments

Cited by 73 publications

References 33 publications

Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality

Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality

Online Education and Its Effective Practice: A Research Review

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

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