A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the no significant difference phenomenon, described in Russells (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.Jessica J. Summers and Tiffany A. Whittaker are Assistant Professors, and Alexander Waigandt is an Associate Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. Dr. Summers holds a Ph.D. in Educational Psychology from the University of Texas at Austin. Her research interests include the study of social contexts of motivation, academic classroom community, and cooperative learning. Dr. Waigandt holds a Ph.D. in Community and School Health from the University of Oregon. His primary research interest is in demographic analysis. Dr. Whittaker holds a Ph.D. from the University of Texas at Austin. Her research interests include model selection methods in structural equation modeling and multiple regression, interpretation of score reports in computer-based testing, and the effects of missing data on the recovery of item and person parameters in the item response theory framework.     

高职院校学生在线学习投入与在线学习倦怠研究

基于对高职院校学生的随机抽样调查数据,通过描述性统计分析和结构方程模型进行研究。结果显示:在线学习投入对在线学习倦怠和在线学习满意有较大正向影响,在线学习倦怠对在线学习满意有较小的负向影响;学习动机和学习专注对在线学习满意有较大正向影响,学习精力对在线学习满意有很大的正向影响;情绪低落和行为不当对在线学习满意有很大的负向影响,低成就感对在线学习满意有较大正向影响。基于研究结果,从课程系统性改革、强化技能训练、参与技能大赛方面提出建议。     

An Investigation of Factors That Contribute to Student Satisfaction From Online Courses＂ An Example of an Online Accounting Course

Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate＇the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States （U.S.） amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students＇ course evaluation forms of the instructor＇s teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor＇s preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor＇s overall performance and the overall student satisfaction from the course. The instructor＇s performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies.     

The effect of online co-regulated learning in the implementation of team-based learning on improving students’ involvement

Many education institutions and teachers are recognizing and applying online learning and related educational technologies to help students achieve satisfactory learning performance. Due to the free entertainment on the Internet that may distract students’ attention from online courses and with the purpose of developing students’ teamwork abilities, the author in this study adopted team-based learning (TBL) and co-regulated learning (CRL) to develop students’ involvement in a blended computing course. The subjects in this study were 111 first-year students from three classes taking a compulsory course titled ‘Applied information technology: data processing’. The first group (G1, which received online TBL and CRL) and the second group (G2, which received online TBL only) were the experimental groups. The last group (CG), which received the traditional teaching method in a blended learning environment, served as the control group. The results in this study indicate that students who receive the online TBL have significantly higher involvement than those without. However, the online CRL does not contribute to better development of students’ involvement in the implementation of TBL. The insights for teachers who plan to adopt e-learning, and the reasons for the ineffectiveness of CRL, are discussed in this study.     

Undergraduate Student Socialization and Learning in an Online Professional Curriculum

Using data collected from a qualitative case study of an online baccalaureate nursing program, we examined the influence of online degree programs on undergraduate student socialization and learning. We considered how components of socialization—knowledge acquisition, investment, and involvement—are influenced by the online context. The findings suggest the importance of considering non-academic influences in regards to nontraditional student experiences. The theoretical intersection of online learning and undergraduate student development offers new and significant areas of research, specifically related to the pedagogical role of faculty and the impact of social engagement. Implications for future research and practice are offered. Karri A. Holley  received her Ph.D. from the University of Southern California. She is Assistant Professor at the University of Alabama. Her research interests include graduate/professional education, interdisciplinary curricula, and qualitative inquiry. Barrett J. Taylor  is a Ph.D. student at the University of Georgia. His research focuses on religious colleges and universities.     

大学生在线学习体验:影响因素与改进策略

基于全国高校质量保障机构联盟(CIQA)和厦门大学教师发展中心联合开展的线上教学情况调查(学生卷)中的文本数据,采用LDA主题模型对学生的评论进行文本挖掘,分析新冠肺炎疫情暴发期间学生在线学习体验的影响因素,结果发现,学生在线学习体验的影响因素依次是教师教学、学生自主学习能力、平台和技术硬件设施等。为此,高校线上教学应从强化教师线上教学信息素养、增强学生线上学习适应能力、加大环境支持、补齐线上教学技术短板等方面进行改进。     

开放教育课程网上学习行为评价改革的实践与探索——以安徽电大为例

为推进开放教育教学模式改革,加强网上教学,探索网上学习行为评价方式,安徽电大于2008年秋季开始选择部分课程进行网上学习行为统一考核试点工作。以安徽电大在线行为统计系统为例,探讨对学生网上学习行为进行监控与考核的方法,分析网上学习行为考核对学生自主学习所起的作用,探讨各种可能出现的情况及问题,并给出具体解决方法。     

从所得税的会计处理谈会计概念在会计中的地位

会计概念在会计理论和会计实务中占有非常重要的地位,只有对一些重要的会计概念有着正确和深刻的理解,才有可能产生和建立健全的会计原则,选择正确的会计程序和方法,做好会计工作。     

浅谈互动性学习在会计课堂的应用

传统的课堂教学在处理学生与学习的关系时,往往过于注重人的客观性、被动性和依赖性而忽略了人的主动性、能动性和独立性。互动性学习的本质就是要提高学生的主体地位,着眼于学生素质的提高,体现以人为本的创新教育教学理念。互动性学习极大地体现了学生学习的主体性,其应用策略为教师创设情境、师生互动学习、师生共同建构知识和多元建设性评价四个阶段。     

From the Field: Characteristics of Successful Tertiary Online Students and Strategies of Experienced Online Educators

Online learning, now a popular method of education at the tertiary level, creates new challenges for students and educators. Faculty members may know little about how to assist students in succeeding in this new learning environment, and students may be ill prepared to tackle the new demands put upon them. This research sought to identify dimensions of successful online learners by examining primary screening documents and mapping them to the literature base, and then invited experienced online educators to review the dimensions and provide strategies they use to ensure student success. Seven dimensions were identified and confirmed as significant, each dimension with slightly different importance, including access to tools; technology experience; learning preferences; study habits and skills; goals or purposes; lifestyle factors; and personal traits and characteristics. The experienced educators provided several online teaching strategies including students' posting biographies; frequent interaction; collaboration; required participation; question-asking forums; topical flexibility; and minimizing technology requirements.