Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery

Seiver, Jillene Grover; Troja, Alicia

doi:10.1080/01587919.2014.891427

Cited by 38 publications

(31 citation statements)

References 27 publications

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“…The results of this study are consistent with previous studies that report lower levels of student satisfaction in relation to online-only learning which has been related to a lack of social presence, instructor feedback and a failure to consider the students' learning preferences (Seiver and Troja, 2014;Chen and Wang, 2009). However, as educational software continues to develop and improve in areas such as gaming, augmented reality and virtual reality, the potential exists to remove these barriers to student learning.…”

supporting

confidence: 82%

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

McCutcheon

O’Halloran

Lohan

2018

International Journal of Nursing Studies

142

101

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supporting

confidence: 82%

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

McCutcheon

O’Halloran

Lohan

2018

International Journal of Nursing Studies

142

101

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“…While there have been studies in many fields, there has been a lack of studies on the learner autonomy of distance education students, especially those in e-learning environments. This gap has been frequently underscored in the relevant literature in recent years (Arnold, 2006;Macaskill & Taylor, 2010;Hartnett et al, 2011;Seiver & Troja, 2014). Due to this gap, many studies have even cited research on autonomy in foreign language learning (Aliweh, 2011).…”

Section: Related Literaturementioning

confidence: 98%

“…In a study conducted by Seiver and Troja (2014), satisfaction and success in online learning were analyzed as functions of belonging, autonomy, and expertise. Two studies have analyzed the relationships between motivation, satisfaction and online learning success.…”

Section: Related Literaturementioning

confidence: 99%

Measuring the e-Learning Autonomy of Distance Education Students

Fırat

2016

Open Praxis

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Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their own learning. For this purpose, as the first step of the study, an e-learning autonomy scale was developed. Analyses of the validity and reliability of the scale were carried out with the participation of 1,152 distance education students from Anadolu University, Open Education System. The scale has an internal consistency coefficient of α = 0.952 and a single factorial model that explains 66.58% of the total variance. The scale was implemented with 3,293 students from 42 different programs. According to the findings, student autonomy in e-learning environments is directly proportional to level of ICT use but not affected by program or gender.

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“…Generally, the success of online learning can be measured by how much information can be gathered or retrieved from the online sources [30]. Much information retrieved from the searching will provides more options to understand a particular knowledge.…”

Section: Evaluation and Resultsmentioning

confidence: 99%

Al-Quran ontology based on knowledge themes

Ta’a¹,

Abed²,

Ahmad³

2018

J. Fundam and Appl Sci.

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Islamic knowledge is gathered through the understanding the Al-Quran. It requires ontology which can capture the knowledge and present it in a machine readable structured. However, current ontology approaches is irrelevant and inaccuracy in producing true concepts of Al-Quran knowledge, because it used traditional methods that only define the concepts of knowledge without connecting to a related theme of knowledge. The themes of knowledge are important to provide true meaning and explanation of Al-Quran knowledge classification. The main aims of this paper are to demonstrate the development of ontology Al-Quran and method used for searching the Al-Quran knowledge using the semantic search approach. Expert review has been applied to validate the ontology model and evaluate the relevance and precision of searching results.

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Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery

Cited by 38 publications

References 27 publications

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

Measuring the e-Learning Autonomy of Distance Education Students

Al-Quran ontology based on knowledge themes

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