The Relationship Between College Student Attitudes Towards Online Learning Based on Reading Self-efficacy, Ethnicity, and Age PDF Download
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Author: Felecia Rena Edwards
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 121
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Book Description
The convenience of online programs has revolutionized education to make it available for more people interested in seeking to further their education. Students enrolling into various online, higher education programs have different aptitudes and factors that play a role in their experiences and successful completion of the program. The study aims to determine relationships between factors that may influence the students’ attitudes towards online programs. The factors include reading self-efficacy, ethnicity, and the age of the college students. The present study examines these relationships between self-reported self-efficacy, ethnicity, and age, as related to attitudes toward online learning. The participants consisted of 295 post-secondary students enrolled in online courses. Multiple regression analysis was used to analyze the data and determine which variables had the greatest amount of impact on the students’ attitudes toward online learning. The analysis of the data found a significant relationship between reading self-efficacy and a student’s attitude toward online learning. No statistically significant evidence was found for the relationships between age and ethnicity
Author: Felecia Rena Edwards
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 121
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Book Description
The convenience of online programs has revolutionized education to make it available for more people interested in seeking to further their education. Students enrolling into various online, higher education programs have different aptitudes and factors that play a role in their experiences and successful completion of the program. The study aims to determine relationships between factors that may influence the students’ attitudes towards online programs. The factors include reading self-efficacy, ethnicity, and the age of the college students. The present study examines these relationships between self-reported self-efficacy, ethnicity, and age, as related to attitudes toward online learning. The participants consisted of 295 post-secondary students enrolled in online courses. Multiple regression analysis was used to analyze the data and determine which variables had the greatest amount of impact on the students’ attitudes toward online learning. The analysis of the data found a significant relationship between reading self-efficacy and a student’s attitude toward online learning. No statistically significant evidence was found for the relationships between age and ethnicity
Author: Omeraki Çekirdekci, ?ahver
Publisher: IGI Global
ISBN: 179988676X
Category : Social Science
Languages : en
Pages : 556
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Book Description
The COVID-19 pandemic shook the world to its core. After a brief pause, organizations of all kinds had to adapt to the new circumstances given to them with very little time. The presence of the pandemic caused multiple threats that caused several disruptions to the norms, beliefs, and practices in various domains of everyday life. Both from macro and micro perspectives, individuals, households, markets, institutions, and governments developed strategies to respond to the new environment—responses that hope to eliminate or at least decrease the threats of the COVID-19 pandemic. The Handbook of Research on Interdisciplinary Perspectives on the Threats and Impacts of Pandemics explores the COVID-19 pandemic from an interdisciplinary perspective and determines how future pandemics may impact society. Beginning as a health threat, the pandemic has led the way to economic, social, psychological, political, and informational crises necessitating the examination of the phenomenon from different academic disciplines. Covering topics such as distance education, human security, and predictions, this handbook of research is an essential resource for scholars, managers, media representatives, governors, health officials, government officials, policymakers, students, professors, researchers, and academicians.
Author: Khosrow-Pour, D.B.A., Mehdi
Publisher: IGI Global
ISBN: 1522562567
Category : Education
Languages : en
Pages : 420
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Book Description
The global digital economy continues to demand the need for educated and highly trained professionals, requiring higher learning institutions to provide accessible technology-driven experience to prepare future leaders effectively. However, there are challenges involved in creating a robust curriculum and recruiting top-notch faculty all over the world while also meeting the academic criteria to offer effective academic programs and degrees to students. The Handbook of Research on Challenges and Opportunities in Launching a Technology-Driven International University is a pivotal reference source that provides empirical and theoretical research focused on the effective construction of technology-driven higher learning international universities. While highlighting topics such as accelerated and innovative curriculum, recruitment of international faculty, on-campus development, and distance learning systems, this publication explores the financial and economic impacts of launching a university, and the methods of how to identify the appropriate locale for universities and/or branch campuses that will ideally complement the local interest of business sectors within the selected location. This book is ideally designed for entrepreneurs, practitioners, academicians, administrators, government officials, researchers, and consultants.
Author: Janet Collins
Publisher: Routledge
ISBN: 1134751133
Category : Education
Languages : en
Pages : 275
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Book Description
This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers. Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as: * IT and the National Curriculum * foreign language teaching * differing curricular needs * opportunities and constraints of groupwork * talking books and primary reading * ways in which multimedia supports readers. The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning. Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.
Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Book Description
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 554
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Author: Linda Marie Creason
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
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Book Description
Online distance learning is being used with an increasingly diverse student population. Johnson County Community College (JCCC) teaches Reading Skills Improvement (RDG-126) in three different learning contexts- 25/75 blended/hybrid, 50/50 blended/hybrid and traditional. Questionnaires were used to collect information about four self-regulated learning (SRL) variables. Portions of the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure task value and help-seeking strategies. Questions from the Self-Efficacy for Self-Regulated Leaning Scale (SESRL) were used to measure students' general organization and planning skills and typical study strategies. Internet self-efficacy (ISE) was measured using the Internet Self-efficacy Scale (ISES). Information about learning supports, reading ability (Nelson-Denny scores) and achievement was collected. All four SRL variables showed a weak to moderate significant correlations (p = .01) to each other. ISE showed a weak relationship with reading ability (r = .23,p= .01), general organization and planning (r = .17,p = .01), and typical study strategies (r = .23,p = .01). Achievement was correlated with general organization and planning (r = .33,p = .01). Controlling for reading ability, there were no significant differences among learning contexts in student perceptions of ISE and SRL, but there was a significant difference among groups in achievement, Welch's F (2, 59.52) = 7.55, p= .001. However, differences in achievement may be explained by differences in teachers for the three learning contexts. Because of the potential confounding effect of teacher on achievement these findings may not be meaningful The only significant predictor of achievement was general organization and planning, B = 10.378, ß = .376, p = .000. All six predictors accounted for 12.37 percent of the variance in achievement. General organization and planning and help seeking were perceived as both the most often provided and most helpful supports. Blended/hybrid courses providing SRL supports can be successfully used with developmental reading students. There may be a curvilinear relationship between student achievement and learning context. More research is needed to investigate what proportion of web-based v. traditional instruction is best for the unique needs for developmental students.
Author: Dimiter M. Dimitrov
Publisher: John Wiley & Sons
ISBN: 1119019281
Category : Psychology
Languages : en
Pages : 352
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Book Description
“Dr. Dimitrov has constructed a masterpiece—a classic resource that should adorn the shelf of every counseling researcher and graduate student serious about the construction and validation of high quality research instruments. —Bradley T. Erford, PhD Loyola University Maryland Past President, American Counseling Association “This book offers a comprehensive treatment of the statistical models and methods needed to properly examine the psychometric properties of assessment scale data. It is certain to become a definitive reference for both novice and experienced researchers alike.” —George A. Marcoulides, PhD University of California, Riverside This instructive book presents statistical methods and procedures for the validation of assessment scale data used in counseling, psychology, education, and related fields. In Part I, measurement scales, reliability, and the unified construct-based model of validity are discussed, along with key steps in instrument development. Part II describes factor analyses in construct validation, including exploratory factor analysis, confirmatory factor analysis, and models of multitrait-multimethod data analysis. Traditional and Rasch-based analyses of binary and rating scales are examined in Part III. Dr. Dimitrov offers students, researchers, and clinicians step-by-step guidance on contemporary methodological principles, statistical methods, and psychometric procedures that are useful in the development or validation of assessment scale data. Numerous examples, tables, and figures provided throughout the text illustrate the underlying principles of measurement in a clear and concise manner for practical application. *Requests for digital versions from ACA can be found on www.wiley.com. *To purchase print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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