Student Perceptions of Web-Assisted Teaching Strategies

Frey, Andy J.; Faul, Annajtie; Yankelov, Pamela

doi:10.1080/10437797.2003.10779148

Cited by 66 publications

(45 citation statements)

References 12 publications

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“…CSQ consisted of 21 self-report items to measure students' overall satisfaction with the online courses (Frey, Yankelov, & Faul, 2003). Students responded to each item using a seven-point Likert-type scale, ranging from completely dissatisfied (1) to completely satisfied (7) with a possible score range of 21-147.…”

Section: Csqmentioning

confidence: 99%

Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning

2013

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The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students' self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.

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Section: Csqmentioning

confidence: 99%

Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning

2013

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“…They also suggested that involving students in the process of getting to know each other also affects collaborative engagements. On the other hand, Frey, Faul, and Yankelov (2003) found, in their assessment of Web-assisted strategies, that students perceive e-mail communication with the instructor as the most valuable strategy; these study participants did not value highly the strategies designed to facilitate communication among students (creation of home pages, accessible e-mail addresses, and discussion groups). Young (2004) and Keefe (2003) found a high degree of interactivity and student participation to be critical components of online instruction.…”

Section: Interaction Systemsmentioning

confidence: 99%

Teaching Courses Online: A Review of the Research

Tallent‐Runnels

Thomas

Lan

et al. 2006

Review of Educational Research

854

463

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This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace, learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learner outcomes, learner characteristics, course environment, and institutional factors related to delivery system variables in order to test learning theories and teaching models inherent in course design.Keywords: distance education, Internet courses, online teaching, web-based instruction With the rapid development of technology, online instruction has emerged as an alternative mode of teaching and learning and a substantial supplement to traditional teaching. In the academic year 2000-2001, 90% of public 2-year and 89% of public 4-year institutions offered distance education courses. In the same year, an estimated 2,876,000 individuals were enrolled in college-level, credit-granting distance education courses, with 82% ofthese at the undergraduate level. Of those institutions offering distance education, 43% offered Internet courses using synchronous computer-based instruction, which can also be called online courses (Waits & Lewis, 2003). Synchronous online classes are offered in such a way that all students are online and communicating at the same time, while asynchronous online classes are those that students can log on to and work on even if no one else is logged on at the same time.Web-based education uses the Internet and communication technologies, ranging from the Internet as a research tool to taking online classes. In some instances the Internet is also used to supplement instruction, as in the use of a website to communicate information to students who are in a face-to-face class. Online classes are courses that are delivered completely on the Internet. Hybrid or blended courses are those that combine online components with traditional, face-to-face components. The term distance education is also used to describe any courses that are delivered to students who are not present in the same room. These might be delivered via interactive television, online courses, and courses using videotapes, television, or correspondence. E-learning may be used to describe any learning that is electronically mediated or facilitated by ...

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“…Many students find email an effective way for instructors to communicate with them (Chang et al, 2015;Frey, Faul, &Yankelov, 2003;Ortiz-Rodríguez, Telg, Irani, Roberts, & Rhoades, 2005;Woods, 2002), and according to Dahlstrom (2014), 99% of institutions offering online courses use a learning management system that includes email. Nevertheless, Weinstock (2004) found that students often view email as "a form of telepathy-the instantaneous communication of an uncensored thought, often with the expectation of an immediate response" (p. 380).…”

Section: Relevant Literaturementioning

confidence: 99%