How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

Abstract

The purpose of this study was to examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment, in an attempt to shed some light on how people learn in an online learning environment. One hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that ‘metacognitive strategy’ and ‘time and study environment’ had positive correlations with learners’ satisfaction, while ‘help seeking’ had a negative correlation. The findings of a multiple regression analysis showed that ‘metacognitive strategy’ and ‘peer learning’ led to learners’ satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning. L’objet de cette étude était d’examiner les relations entre les stratégies d’apprentissage des apprenants et la satisfaction liée à l’apprentissage dans un environnement asynchrone d’apprentissage en ligne, dans le but de faire la lumière sur les façons dont les gens apprennent dans un environnement d’apprentissage en ligne. Cent seize étudiants aux cycles supérieurs qui suivaient des cours en ligne ont pris part à cette étude. Les résultats ont révélé que la « stratégie métacognitive » et « le moment et l’environnement pour l’étude » avaient des corrélations positives avec la satisfaction des apprenants, alors que « demander de l’aide » avait une corrélation négative. Les conclusions d’une analyse de régression multiple ont démontré que la « stratégie métacognitive » et « l’apprentissage entre pairs » avaient des corrélations positives avec la satisfaction des apprenants dans un environnement d’apprentissage en ligne. Les conclusions de cette étude contribuent à une meilleure compréhension des façons dont un apprentissage réussi se produit dans un environnement d’apprentissage en ligne et fournissent des recommandations sur la conception d’un apprentissage en ligne efficace.

Impact of Online Remote Education on the Learning Process among Nursing Students

“…The reason for this result is that the individualized tasks may pressurize them into self-dependence, full responsibility, and fear of distraction or facing difficulties when dealing with the online system problems such as, lack of connectivity or slow networking as was reported by some students. Likewise with the current research result, Choi, [37] reported that peer-topeer learning in online learning environments improve satisfaction among students. While on contradictory to the current result, Baxter and Haycock, [38] found that some students see that peer-to-peer support has little value.…”

Modeling American Graduate Students’ Perceptions Predicting Dropout Intentions

“…Many published studies in graduate education present limitations that constrain generalizability, such as focusing in single disciplines (e.g., Dollarhide et al, 2013;Solem et al, 2011), only including doctoral students (e.g., Golde, 2000;Litalien & Guay, 2015;Mullen et al, 2010), using qualitative methods and very small local samples (e.g., Peters & Daly, 2013;Vekkaila et al, 2013), or defaulting to older (2001,2003) archived data sets (e.g., Barnes & Randall, 2012;Xu, 2015). While these large national data sets offer robust sampling, we argue they may present somewhat dated perspectives (a decade or more old) relative to current issues and needs in the rapidly-changing context of higher education (see also Choi, 2016;Levine, 2005;Manning, 2013). Researchers have only begun understanding the complex perceptual interactions that contribute to critical outcomes of the graduate experience dynamic (e.g., Hardré & Hackett, 2015a, 2015cPeltonen et al, 2017;Spaulding & Rockinson-Szapkiw, 2012).…”

“…While it is less technically profound than other psychological constructs, a factor that carries tremendous weight and credibility with students is their personal satisfaction with their educational experiences (Hardré & Hackett, 2015c). Previous research has linked satisfaction with the academic program to other variables, such as teaching and learning strategies used by faculty (e.g., Choi, 2016;Svinicki, 2004); mentoring style and communication (e.g., Orellan, Darden, Perez, & Salinas, 2016;Yang, Dunleavy, & Phillips, 2016); and disciplinary culture (e.g., Bair, Haworth, & Sandforth, 2004;Lovitts, 2001). Graduate students' perceptions of the quality of their academic programs influence their integration into their academic programs and relationships with faculty (Solem, Hopwood, & Schlemper, 2011), which can, in turn, influence their academic effort and attitudes (Sun & Richardson, 2012).…”

Τα Χαρακτηριστικά Και Ο Ρόλος Των Καθηγητών – Συμβούλων Ως Παράγοντας Ικανοποίησης Των Φοιτητών Στην Εξ Αποστάσεως Εκπαίδευση

“…Η σαφήνεια και η επάρκεια στην παρουσίαση των πληροφοριών, η επίλυση ερωτημάτων και η παροχή στους φοιτητές διευκρινίσεων φανερώνουν την καλή γνώση του διδακτέου αντικειμένου γεγονός που τους καθησυχάζει και τους προσφέρει ικανοποίηση (Angelaki & Mavroidis, 2013). Οι φοιτητές/τριες, έτσι, καθοδηγούνται ορθά και οδηγούνται σε ευρετική πορεία προς τη μάθηση (Choi, 2016). Η επιστημονική κατάρτιση του Κ.Σ.…”