Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

Moore, Gary T.; Warner, Wendy J.; Jones, David W. W.

doi:10.5032/jae.2016.02001

Cited by 18 publications

(15 citation statements)

References 12 publications

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“…Several factors were reported as determinants of student interaction in online learning. Learners' style, instructor teaching style, course content, course design and length, instructional style, class size and support system are examples of such determinants (Orellana, 2009;Su et al, 2005;Song et al, 2019;Moore et al, 2016, Roddy et al, 2017. Bernard et al (2009) reported the importance of three types of interaction in distance and online-learning: Instructor-students, students-students and student-content interaction (Abrami et al, 2011;Kuo et al, 2014b).…”

Section: Ijem 353mentioning

confidence: 99%

“…Bernard et al (2009) reported the importance of three types of interaction in distance and online-learning: Instructor-students, students-students and student-content interaction (Abrami et al, 2011;Kuo et al, 2014b). A survey of 220 students who completed one or more distance learning courses found that the majority of the students did not like student-tostudent interaction and such result still valid with a subgroup analysis considered age, gender, work status, personality type and student distance as full or part-time (Moore et al, 2016). Kuo (2010) found student-instructor and student-content acts as major predictors for satisfaction in online courses.…”

Section: Ijem 353mentioning

confidence: 99%

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University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

Hamdan

Al-Bashaireh

Zahran

et al. 2021

IJEM

135

114

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PurposeThis study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.Design/methodology/approachA correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.FindingsThe mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.Originality/valueOnline education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

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Section: Ijem 353mentioning

confidence: 99%

Section: Ijem 353mentioning

confidence: 99%

University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

Hamdan

Al-Bashaireh

Zahran

et al. 2021

IJEM

135

114

View full text Add to dashboard Cite

show abstract

“…Pada pembelajaran online terjadi interaksi antara peserta didik dengan peserta didik lainnya (learner-learner), peserta didik dengan pengajar (learner-instructor), interaksi peserta didik dengan materi yang disebut (learner-content) (Moore, Warner, & Jones, 2016). Selain itu juga terjadi interaksi antara peserta didik dan pengajar dengan sistem (Marcus, 2006).…”

Section: Pendahuluanunclassified

Tinjauan Minat Belajar Kimia Mahasiswa Teknik Terhadap Penggunaan Google Classroom Sebagai Media Pembelajaran Daring

Eliyarti

Rahayu

2022

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Perubahan modus pembelajaran dari sistem tatap muka ke pembelajaran daring diberlakukan karena Indonesia dilanda pandemi covid-19. Oleh karena itu digunakan media pembelajaran yang dapat mendukung pembelajaran daring yaitu google classroom. Jenis penelitian ini deksriptif kualitatif yang bertujuan untuk mendeskripsikan minat belajar kimia mahasiswa teknik terhadap penggunaan google classroom sebagai media pembelajaran daring. Sampel penelitian ini adalah mahasiswa tingkat I Fakultas Teknik dan Perencanaan Universitas Ekasakti dalam perkuliahan Kimia Dasar semester ganjil 2021/2022 berjumlah 73 orang yang dipilih dengan teknik simple random sampling. Teknik pengumpul data yang digunakan adalah teknik nontes berupa lembar pengamatan. Lembar pengamatan memuat empat indikator minat belajar mahasiswa. Berdasarkan hasil penelitian diperoleh secara keseluruhan rata-rata persentase minat belajar kimia mahasiswa teknik terhadap penggunaan google classroom selama satu semester yaitu untuk indikator perasaan senang sebesar 76,97% dengan kategori baik, indikator keterlibatan sebesar 72,55% dengan kategori baik, indikator ketertarikan sebesar 74,15% dengan kategori baik, indikator perhatian sebesar 76,02% dengan kategori baik.

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“…Student-student interactions may occur between one student and other student or with many students in group settings, with/without the real-time presence of an instructor; various studies demonstrate that this form of interaction is an important experience and learning resource (Su et al, 2005). Empirical evidence indicates that students essentially prefer student-student interactions, irrespective of the delivery mode (G. E. Moore et al, 2016). According to M. G. Moore (1989, p. 2), student-content interaction is referred to as "the process of intellectually interacting with content that results in changes in the learner's understanding, the learner's perspective, or the cognitive structures of the learner's mind.…”

Section: Communication Competencymentioning

confidence: 99%

Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Al-Adwan

Khdour

2020

JITE:Research

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Aim/Purpose: The current study has been carried out to reveal students’ readiness to utilize MOOCs at higher learning institutions in Jordan. Background: Higher education institutions around the globe are shifting rapidly to reach learners worldwide by providing open education. In accordance with this universal effort, Jordan is committed to offering open access education that allows learners to access knowledge through the Internet and has launched one of the first Arabic “Massive Open Online Course” (MOOC) platforms in the Arabic region. Thus, students must be prepared and ready for this innovation in education. Nonetheless, MOOCs have been incessantly discussed and have faced wide criticism as an insufficient amount of research has been conducted on students’ readiness to be involved in MOOCs. The level of tertiary students’ preparation to utilize and attend MOOCs as a source of learning is unclear. Methodology: Structural equation modeling (SEM) was used to test the proposed model of students’ readiness for MOOCs. Convenience sampling was used to distribute a paper-based questionnaire to the students of three Jordanian universities during a period of four months from May to September 2019. Out of 700 distributed questionnaires, a total of 537 responses were returned giving a response rate of 76.7%. Out of the returned questionnaires, 69 responses were reported incomplete as most of the questions (>80%) were left unanswered; these 69 questionnaires were eliminated from any further analysis. As a result, a total of 468 questionnaires were valid for statistical analysis. Contribution: This study aims to contribute to the existing literature by examining the perceptions of higher education students in Jordan toward MOOCs. The current study extends the continuing debate about MOOCs with respect to determining which factors influence students’ readiness to participate in these courses. Specifically, this study investigates both the cognitive and psychological influential factors that determine the readiness of Jordanian students to adopt MOOCs. The proposed theoretical framework for this research is based on the work of Yu and Richardson, who developed the model of Student Online Learning Readiness (SOLR). SOLR is comprised of three forms of competency assumed to be important in examining students’ readiness for online learning. Specifically, these competencies are (1) social competency represent skills, capabilities, and a sense of control, which is necessary for managing social situations and developing and sustaining relationships, (2) communication competency, “the ability of an individual to demonstrate knowledge of the appropriate communicative behavior in a given situation”, and (3) technical competencies, “self-efficacy in technology”. Furthermore, the research model includes an additional competency: self-management of learning, “the degree to which a student perceives himself/herself as being self-disciplined and is able to engage in a greatly autonomous learning setting.” Findings: The results obtained from the SEM revealed that students’ readiness to accept MOOCs in their learning is significantly influenced by four types of competency: social, technical, self-management of learning, and communication. Recommendations for Practitioners: Facilitators of MOOCs should take into account that technical competency can be enhanced by recognizing that technical competency related to online learning should be developed, taught, and constantly reinforced at every educational level as a life skill. Additionally, facilitators and developers of MOOCs should be prepared to find methods to support and inspire student participation, and to recognize the importance of learning skills in the MOOC environment. Furthermore, facilitators and developers of MOOCs should increase the social presence of fellow participants in MOOCs, which in turn facilitates the attainment of collaborative learning. Recommendation for Researchers: Researchers may use well-established theories related to investigating online learning usage in exploring students’ readiness to use MOOCs. Impact on Society: A study like the current one would be beneficial for higher education institutions in Jordan to determine the key factors that influence students’ readiness and in turn develop active strategies to address students’ needs in order for them to adopt MOOCs. Future Research: Further studies may include additional factors to better measure students’ readiness to use MOOCs. The additional factors can be revealed by utilizing a qualitative method. Thus, additional studies may employ a mixed-method approach (both quantitative and qualitative) to accurately identify additional factors that may influence student readiness to student readiness to MOOCs and to offer a more holistic understanding of readiness.

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Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

Abstract: Abstract

Cited by 18 publications

References 12 publications

University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

Tinjauan Minat Belajar Kimia Mahasiswa Teknik Terhadap Penggunaan Google Classroom Sebagai Media Pembelajaran Daring

Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

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