Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom

Kostina, M. V.

doi:10.17077/etd.hxqics0u

Cited by 6 publications

(10 citation statements)

References 116 publications

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“…Finally, the finding of the study to some extent is consistent with that of Kostina (2011) which revealed that autonomy, dialogue and satisfaction have significant correlation at the beginning and the middle point of the course. However, the relationship among them significantly decreased towards the end of the course.…”

Section: Discussionsupporting

confidence: 88%

“…This study contributes to local literature on how tutoring support relates to retention of distance students at the University of Cape Coast on the premise of Moore's theory on 'Transactional distance' (with reference to dialogue). Kostina (2011) explored the relationship between autonomy, student-tutor dialogue and satisfaction at a Russian language web-based and found that, autonomy, dialogue and satisfaction had significant correlation at the beginning and the middle point of the course. However, the relationship among them significantly decreased towards the end of the course.…”

Section: Literature Reviewmentioning

confidence: 99%

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Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Arhin

Laryea

2020

Open Praxis

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The tutor’s role in enhancing student retention in distance learning is paramount. This study aims to predict retention and not actual retention by investigating how tutoring support predicts student retention in distance learning at the University of Cape Coast in Ghana. Moore Transactional Distance Theory underpinned the theoretical framework of this study. The correlational research design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731 out of which 625 was used for the analysis. A structured questionnaire was used to collect data. Data were analysed using descriptive and inferential statistics. The findings of the study revealed that the respondents had a positive perception towards tutoring support offered at the University. However, at an alpha level of .05 tutoring support made a non-significant contribution to prediction (p = .11). The findings further, revealed that a unit increase in tutoring support will improve student retention by 1.42 times. Implications of the study were also discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Arhin

Laryea

2020

Open Praxis

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“…Mirroring the findings of Archambault & Crippen (2009) and Dawley et al (2010), more than half (59.8%) of respondents have only been teaching online for five or fewer years. This indicates, as previous studies have suggested, online teaching has only recently begun to move into the area of language education (Kostina, 2011) where continued yearly increases in enrollments of online courses (Allen & Seaman, 2015Allen et al, 2016;National Center for Education Statistics, 2014;Snyder et al, 2016) is leading to a high demand for world languages (Gemin & Pape, 2017). As the field of OLE progresses, it is likely this number will change as the current online language teachers continue to gain experience in OLE.…”

Section: Population Of Online Language Teachersmentioning

confidence: 89%

“…For language learning, additional benefits that have been shown for online language learning than those previously mentioned for online instruction include: a platform for community language learning (Bailey & Hendricks, 2014;Kraemer, 2008), ready and easier access to authentic materials including audio and visual aids (Kostina, 2011), a way for individuals to stay connected to a language even when they are not close to other speakers (Bischoff, Bisconer, Kooker, & Woods, 1996), the potential to reach a higher proficiency in the target language (Blake, 2011) and the ability to offer a wider variety of languages (Lai et al, 2008). Thus, we live in a world where language learning no longer needs to be limited based on geography, but we have tools that can connect individuals anywhere who want to learn and are able to gain access to these tools.…”

Section: Distance Education and Language Learningmentioning

confidence: 99%

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A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

Plummer¹

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This study presents the results of a survey of 264 current online language teachers. The findings tell us that current online language teachers are highly experienced in traditional classrooms; however, the majority have only started teaching language online within the past five years. The teachers in this study taught grade levels from early childhood education to adult education, in a total of twenty different countries, and twenty different languages. Most of the teachers said they had participated in some form of training for teaching online with just over half saying they had participated in training specifically focused on teaching language online. Technology was the most common area they received training in. Assistive technology and professional practice were the two areas they said they had the least amount of training. The most common provider of training was their employer in formats from one-time sessions to ongoing training. The results of this study suggest the areas current online language teachers struggle with the most in teaching language online are: technology, student perseverance and online language pedagogy with preferences for both structured and unstructured professional development to help with those challenges. When making recommendations for providing training for teaching language online, the teachers in the present study said that technology, online pedagogy and online language pedagogy should be covered in formal teacher preparation programs. Comparisons of the responses by teachers across grade levels and languages taught are presented and the study ends with recommendations for training providers and directions for future research.

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Transactional Distance as a Predictor of Perceived Learner Satisfaction in Distance Learning Courses: A Case Study of Bachelor of Education Arts Program, University of Nairobi, Kenya

Mbwesa

2014

Journal of Education and Training Studies

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There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. posits that the physical distance that exists in e-learning courses between the teacher and the students may result in a psychological and communicational gap between them. Such a gap will often impede the ability of the teacher and his or her students to achieve the desired level of understanding among them. In the light of this, teachers and students participating in distance-learning courses will generally require -special‖ behavioral patterns, which are designed to overcome the communication gaps resulting from the transactional distance. This study examined three key distances experienced by students enrolled in distance learning courses as predictors of perceived learner satisfaction. Through a survey analysis, the study sought to answer 3 key questions -to what extent is Leaner-Leaner Transactional Distance (LLTD) predictive of students' perceived satisfaction (SPS) with a Distance Education (DE) course? Is Learner-Teacher Transactional Distance (LTTD) a predictor of students perceived satisfaction with the DE course? To what extent does Learner-Content Transactional Distance (LCTD) serve as a predictor of perceived learner satisfaction with a DE course? Subjects constituted of a random sample of 168 students enrolled for a Bachelor of education program in 2013 at the University of Nairobi, Kenya. A survey questionnaire measured the predictive constructs of the study namely, Learner-Learner Transactional Distance (LLTD), Learner-Teacher Transactional Distance (LTTD) and Learner-Content Transactional Distance (LCTD). Students' perceived satisfaction (SPS) was measured by use of a ten item Likert scale instrument. Results of the study indicated the three variables were key predictors of students' perceived satisfaction with DE courses.

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Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom

Cited by 6 publications

References 116 publications

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

Transactional Distance as a Predictor of Perceived Learner Satisfaction in Distance Learning Courses: A Case Study of Bachelor of Education Arts Program, University of Nairobi, Kenya

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