東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Relationship between students' perce...

Koslow, Antonia.

FindBook

Google Book

Amazon

博客來

Relationship between students' perception of satisfaction in undergraduate online courses and course structure, interactions, learner autonomy and interface.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relationship between students' perception of satisfaction in undergraduate online courses and course structure, interactions, learner autonomy and interface./
作者:	Koslow, Antonia.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688874
ISBN:	9781321677546

Relationship between students' perception of satisfaction in undergraduate online courses and course structure, interactions, learner autonomy and interface.
Koslow, Antonia.

Relationship between students' perception of satisfaction in undergraduate online courses and course structure, interactions, learner autonomy and interface. - 129 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The number of students taking at least one online course has risen over the years to 32 percent (Allen and Seaman, 2013). Student persistence and retention are concerns in distance learning environments where students and teacher are geographically and psychologically distant from one another. Learning online could lead to misunderstandings between student and teacher separated by time and space. The literature review suggests that course structure, interactions, learner autonomy and interface have an effect on learner satisfaction. The purpose of this research study was to examine the factors: course structure, interactions, learner autonomy, and interface that the literature review suggests affect learner satisfaction. The study also sought to determine the relationship between learner satisfaction and demographic and general variables that can be accounted for by age, gender, computer skills, Internet experience and online course experience in a sample size of 42 undergraduate online nursing participants, as these factors could have an effect on learner satisfaction. The purpose of this study was to determine the perceptions of undergraduate online nursing students and to determine which factors were significant predictors of online learner satisfaction. The methodology for this research study is quantitative using a predictive correlational design. The correlational design examined the relationship among factors of course structure, interactions, learner autonomy, and interface and student satisfaction in online courses. A multiple regression analysis was run to determine predictability and the least predictable variable, interface, was removed to determine which of the factors predict learner satisfaction. The results indicated that three factors in aggregate and individually were significant predictors of student satisfaction in online courses. Learner autonomy made the most significant contribution to the model. As correlation does not imply causation, it is suggested that the factors: course structure, interactions, and learner autonomy are significant predictors of learner satisfaction; however, the larger number of females who participated in the study and small sample size were limitations found in the study.

ISBN: 9781321677546Subjects--Topical Terms:

516579
Education.

Relationship between students' perception of satisfaction in undergraduate online courses and course structure, interactions, learner autonomy and interface.
LDR:03206nmm a2200277 4500 001 2064779
005 20151117142840.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321677546
035 $a (MiAaPQ)AAI3688874
035 $a AAI3688874
040 $a MiAaPQ $c MiAaPQ
100 1 $a Koslow, Antonia. $3 3179404
245 1 0 $a Relationship between students' perception of satisfaction in undergraduate online courses and course structure, interactions, learner autonomy and interface.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Behrooz Sabet.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The number of students taking at least one online course has risen over the years to 32 percent (Allen and Seaman, 2013). Student persistence and retention are concerns in distance learning environments where students and teacher are geographically and psychologically distant from one another. Learning online could lead to misunderstandings between student and teacher separated by time and space. The literature review suggests that course structure, interactions, learner autonomy and interface have an effect on learner satisfaction. The purpose of this research study was to examine the factors: course structure, interactions, learner autonomy, and interface that the literature review suggests affect learner satisfaction. The study also sought to determine the relationship between learner satisfaction and demographic and general variables that can be accounted for by age, gender, computer skills, Internet experience and online course experience in a sample size of 42 undergraduate online nursing participants, as these factors could have an effect on learner satisfaction. The purpose of this study was to determine the perceptions of undergraduate online nursing students and to determine which factors were significant predictors of online learner satisfaction. The methodology for this research study is quantitative using a predictive correlational design. The correlational design examined the relationship among factors of course structure, interactions, learner autonomy, and interface and student satisfaction in online courses. A multiple regression analysis was run to determine predictability and the least predictable variable, interface, was removed to determine which of the factors predict learner satisfaction. The results indicated that three factors in aggregate and individually were significant predictors of student satisfaction in online courses. Learner autonomy made the most significant contribution to the model. As correlation does not imply causation, it is suggested that the factors: course structure, interactions, and learner autonomy are significant predictors of learner satisfaction; however, the larger number of females who participated in the study and small sample size were limitations found in the study.
590 $a School code: 1351.
650 4 $a Education. $3 516579
650 4 $a Instructional design. $3 3172279
690 $a 0515
690 $a 0447
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688874