Interactions and learning outcomes in online language courses

Lin, Chin‐Hsi; Zheng, Binbin; Zhang, Yining

doi:10.1111/bjet.12457

Cited by 76 publications

(60 citation statements)

References 43 publications

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“…Inversely, research has found that developing student-teacher relationships improved teachers' job satisfaction at a full-time online high school (Borup & Stevens, 2016a;Drysdale, Graham, & Borup, 2016). Furthermore, Lin, Zhang, and Zheng's (2017) analysis of 466 online students' survey responses at a virtual high school found that learner-instructor interactions had a positive relationship with student satisfaction. While not generally the case with the students who participated in our research, previous research at full-time online high schools has found that online teachers were successful in forming close relationships with students through regular, sustained online communication.…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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In an attempt to better support their students and reduce online course attrition rates, some brickand-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

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Section: Discussionmentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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“…Students with the high‐quantity profile reported the highest satisfaction, followed by those with the good quality profile, though these two profiles did not differ from each other significantly in post hoc analysis. Unlike previous online learning studies that either found intrinsic and extrinsic motivation had no power to predict satisfaction (Lin et al , ), or there was no significant correlation between motivation (using RAI) and satisfaction (Chen & Jang, ), our study’s person‐centered approach allowed us to endorse multiple motivational types simultaneously. We believe that it is only from such a simultaneous and inclusive inspection, and not from a variable‐centered approach that assumes linear relationships and homogeneous populations, that we can understand the subtle and complex relationships among motivations and online learning satisfaction that exist in real individuals' day‐to‐day lives.…”

Section: Discussionmentioning

confidence: 71%

“…Satisfaction has a close, inverse relation to online learning dropout rates (Kuo, Walker, Schroder, & Belland, 2014) and reflects cognitive achievements in online learning (Palmer & Holt, 2009;Puzziferro, 2008). It ranks alongside achievement (ie, final scores) and perceived learning as a key indicator of online learning outcomes (Chen & Jang, 2010;Lin, Zheng, & Zhang, 2017). Chen and Jang (2010) reported that self-reported motivation had no predictive power over satisfaction.…”

Section: Motivational Profiles and Learning Outcomesmentioning

confidence: 99%

Motivational profiles and their correlates among students in virtual school foreign language courses

Zhang¹,

Lin²

2019

Brit J Educational Tech

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Motivation is a key factor in predicting K‐12 students' online learning success. Drawing on self‐determination theory, this study used a person‐centered approach to identify the motivational profiles of students taking online high school language courses, and to examine such profiles' relationships to their learning outcomes, genders and reasons for enrollment. Cluster analysis of 466 students revealed the existence of four profiles: high and low quantity, and good and poor quality. Students in the high‐quantity profile demonstrated comparable learning outcomes to those in the good quality profile; and there was significant gender and enrollment reason differences across the four motivational profiles. What is already known about this topic Motivation is of considerable importance to the success of online learning. Autonomous motivation is more adaptive than controlled motivation. Most studies have used a variable‐centered approach to investigating the unique and independent roles of motivation types in online learning. What this paper adds This study is believed to be the first to use a person‐centered approach to identify motivational profiles (ie, good quality, high quantity, low quantity and poor quality) among virtual‐school students taking foreign‐language courses. It confirms the positive effect of autonomous motivation on learning, and extends exploration of this effect to online learning. Students in the high‐quantity profile achieved comparable learning outcomes to those in the good quality profile. Females were overrepresented in the good quality profile (ie, more females than would be expected by chance). Motivational profiles differed significantly across enrollment reasons (ie, credit recovery, elective or requirement). Implications for practice and/or policy Teachers should not simply place each student in a box as having either autonomous or controlled motivation. Online learning content and activities should be designed in ways that promote autonomous motivation. Online educators need to be aware of potential gender and enrollment reason effects on students' motivations.

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“…Despite this fact, a large number of individual studies showed the positive learning outcomes of online learning strategies [12][13][14][15][16].…”

Section: Outcome and Analysismentioning

confidence: 99%

Critical Analysis of Postgraduate Students Online Learning Style During COVID-19 Public Health Crisis

Jayasekara¹

2020

BJSTR

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Online web-based learning which is a unique form of distance education has been widely utilized in the higher education sector around the world. It is reported that significant growth in online programs enrollments during the last five years with one in five students now selecting to study online. The purpose of this critical analysis was to explore a group of postgraduate students online learning style during COVID-19 public health crisis. Overall, the use of Zoom Virtual classroom and online forum discussion for postgraduate students may be an effective and practical approach to support student learning. However, several challenges were exposed mainly the application of technology, student participation and acceptance of online teaching methods, students learning styles and educators support to the student learning.

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Interactions and learning outcomes in online language courses

Cited by 76 publications

References 43 publications

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Motivational profiles and their correlates among students in virtual school foreign language courses

Critical Analysis of Postgraduate Students Online Learning Style During COVID-19 Public Health Crisis

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