The Relationship between Students’ Characteristics and Their Impressions of Online Courses

Baker, Kerrie; Moyer, Diane M.

doi:10.1080/08923647.2019.1555301

Cited by 25 publications

(21 citation statements)

References 18 publications

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“…Further benefits associated with social presence through online interactions with others include interactive communication (Ishtaiwa & Aburezeq, 2015 ), multimodal accessibility (Ching & Hsu, 2013 ), and improvement in the learning process (Baker & Moyer, 2018 ). Conversely, negative consequences with a lacking CoI result in a diminished level of social presence.…”

Section: Literature Reviewmentioning

confidence: 99%

Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

Bailey

2021

J. Comput. Educ.

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Social presence in education pertains to the connectedness students have with one another and is highly indicative of course satisfaction and performance. Further, social presence fosters motivation and promotes opportunities for collaboration, therefore, considered a critical factor in influencing second language acquisition . In the context of emergency remote online courses due to Covid-19, this study investigates the role of social presence in relation to learner interactions and learning outcome beliefs. To this end, this research is interested in learning how social presence influences learner-learner, learner-instructor, and learner-content interactions within videoconference-supported EFL classes. This study also identifies the mediating effects learner interactions have on the relationship between social presence and expected learning outcomes. This cross-sectional questionnaire study surveyed 547 South Korean university EFL students and data were analyzed using structural equation modeling to measure direct and indirect relationships among the variables of interest. The findings indicate that students’ levels of social presence positively influenced rates of interactions with their classmates, the instructor, and course content. Results further provide insight pertaining to the academic achievement students expect when participating in videoconferencing courses, and how this relationship between social presence and academic learning outcome is distinctly mediated by learner-instructor and learner-content interactions. Findings give insight into the sorts of activities and practices instructors can employ; for instance, EFL instructors are recommended to clearly assess learner-learner interactions if such interactions are to have a significant influence on course outcome beliefs when using videoconferencing tools effectively in the post Covid-19 era.

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Section: Literature Reviewmentioning

confidence: 99%

Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

Bailey

2021

J. Comput. Educ.

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“…Research has reported that online collaborative learning facilitates a sense of community commitment and satisfaction (Chatterjee & Correia, 2020; Zhu, 2012). Further benefits associated with collaborative learning include multimodal accessibility (Ching & Hsu, 2013), interactive communication (Ishtaiwa & Aburezeq, 2015), and improvement in the learning process (Baker & Moyer, 2018). Several researchers have explored various assessment methods to measure learning outcomes through video‐conference English courses in online collaborative learning environments.Gikandi (2020) believes that online formative assessment, using a more holistic, multifaceted instructional strategy, can measure various students' authentic artefacts reflected in real‐life contexts.…”

Section: Introductionmentioning

confidence: 99%

Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations

Almusharraf

Bailey

2021

Computer Assisted Learning

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During the COVID‐19 outbreak, students had to cope with succeeding in video‐conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye‐contact. For these reasons, agentic engagement during video‐conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video‐conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video‐conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.

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“…(p. 81). According to Baker and Moyer (2018), "students who were more conscientious and intrinsically motivated had more favorable impressions of online courses" (p. 16). In the same vein, Nayir (2017) stated that "Extrinsic motivation should in no case be ignored; the more students engage themselves in academic activities, the more they will increase their academic success" (p. 60).…”

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confidence: 99%

PgCert Student-faculty Perspectives on Online Collaborative Projects: A case from Middle East College

Cherif¹

2021

Preprint

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Teacher online collaboration has recently attracted more and more attention and interest in many parts of the world. Unfortunately, very little research, if at all, has been conducted so far in the Sultanate of Oman. The present paper sought to fill this severe gap in research by asking and finding answers to this central question: What beliefs and opinions do faculties hold towards online collaborative projects (OCPs)? It used a quantitative method approach through a questionnaire administered to a group of PgCert student-faculty group (n=50) from Middle East College to get to know about their perspectives concerning the questions set above. The results obtained revealed (a) a high positive feedback on the part of the study participants as to their involvements in online collaborative projects, (b) very different reports on issues faced when working on online collaborative projects, and (c) varying degrees of impacts of OCPs on their teaching practices. The results of the study will have tremendous significance to teachers in all fields of specialization who are/will be engaged in OCPs. The potential implications of these and other results on teacher practices and involvement in such OCPs are discussed.

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The Relationship between Students’ Characteristics and Their Impressions of Online Courses

Cited by 25 publications

References 18 publications

Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations

PgCert Student-faculty Perspectives on Online Collaborative Projects: A case from Middle East College

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