Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment
Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner–instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online Uni...
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| Veröffentlicht in: | Journal of computer assisted learning 2013-06, Vol.29 (3), p.292-301 |
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| container_title | Journal of computer assisted learning |
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| creator | Kang, M. Im, T. |
| description | Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner–instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data from 654 respondents were analysed for this study. Results showed that factors related to instructional interaction predicted perceived learning achievement and satisfaction better than factors related to social interaction. However, it was revealed that social interaction such as social intimacy could negatively affect perceived learning achievement and satisfaction. This study has value because it found factors under learner–instructor interaction which predict perceived learning achievement and satisfaction with empirical evidence. |
| doi_str_mv | 10.1111/jcal.12005 |
| format | Article |
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This study examined what factors in learner–instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data from 654 respondents were analysed for this study. Results showed that factors related to instructional interaction predicted perceived learning achievement and satisfaction better than factors related to social interaction. However, it was revealed that social interaction such as social intimacy could negatively affect perceived learning achievement and satisfaction. This study has value because it found factors under learner–instructor interaction which predict perceived learning achievement and satisfaction with empirical evidence.</description><identifier>ISSN: 0266-4909</identifier><identifier>EISSN: 1365-2729</identifier><identifier>DOI: 10.1111/jcal.12005</identifier><language>eng</language><publisher>Oxford: Blackwell Publishing Ltd</publisher><subject>Academic Achievement ; Biological and medical sciences ; Correlation ; Distance learning ; Educational Objectives ; Educational psychology ; Electronic Learning ; Empirical analysis ; Evidence ; Factor Analysis ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Korea ; learner-instructor interaction ; Learning ; Likert Scales ; Measures (Individuals) ; Multiple Regression Analysis ; On-line systems ; Online ; Online instruction ; online learning ; perceived learning outcomes ; Prediction ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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This study examined what factors in learner–instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data from 654 respondents were analysed for this study. Results showed that factors related to instructional interaction predicted perceived learning achievement and satisfaction better than factors related to social interaction. However, it was revealed that social interaction such as social intimacy could negatively affect perceived learning achievement and satisfaction. This study has value because it found factors under learner–instructor interaction which predict perceived learning achievement and satisfaction with empirical evidence.</description><subject>Academic Achievement</subject><subject>Biological and medical sciences</subject><subject>Correlation</subject><subject>Distance learning</subject><subject>Educational Objectives</subject><subject>Educational psychology</subject><subject>Electronic Learning</subject><subject>Empirical analysis</subject><subject>Evidence</subject><subject>Factor Analysis</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Korea</subject><subject>learner-instructor interaction</subject><subject>Learning</subject><subject>Likert Scales</subject><subject>Measures (Individuals)</subject><subject>Multiple Regression Analysis</subject><subject>On-line systems</subject><subject>Online</subject><subject>Online instruction</subject><subject>online learning</subject><subject>perceived learning outcomes</subject><subject>Prediction</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. Didactics</subject><subject>Satisfaction</subject><subject>School environment</subject><subject>Statistical Data</subject><subject>Student Attitudes</subject><subject>Student Surveys</subject><subject>Teacher Student Relationship</subject><subject>Training</subject><issn>0266-4909</issn><issn>1365-2729</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNp9kd1rFDEUxQdRcK2--C4MiCDCtEkmySSPdumHpVQERfAlZDN3bNbZZHsz04__vplOXaEP5iVw7--ce3NSFG8p2af5HKyd7fcpI0Q8Kxa0lqJiDdPPiwVhUlZcE_2yeJXSmhDSaKkWBR5bN0RMZezKHiwGwMqHNOA4lUsfBsBM-BjKm0vvLsstQuvdUG4BHfhraGeZD7_LOA4ubiBlVRlD7wP860G49hjDBsLwunjR2T7Bm8d7r_hxfPR9eVqdfz35svx8XjnOuKi44C3VQigJRFnrGHW1pK1VblVL3QhphdBaUkI1Zx2HVcOEWnWt6qyEjqp6r_g4-24xXo2QBrPxyUHf2wBxTGaKhzJGOMno-yfoOo4Y8naGctaoOltPhp9mymFMCaEzW_Qbi3eGEjPFb6b4zUP8Gf7waGlTrnZog_Npp8jfwojSPHPvZg7Qu1376Cy_i9RqWo3O_Rvfw91_JpqznN3f2dWs8WmA253G4h8jm7oR5ufFiTk8_Hbxa9lwo-p7DYyt8g</recordid><startdate>201306</startdate><enddate>201306</enddate><creator>Kang, M.</creator><creator>Im, T.</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><general>Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><scope>F28</scope><scope>FR3</scope></search><sort><creationdate>201306</creationdate><title>Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment</title><author>Kang, M. ; Im, T.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4245-454d195586e08aac21c361da8cb369756a55996101942f4eb7258bfd8fa6ef183</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Academic Achievement</topic><topic>Biological and medical sciences</topic><topic>Correlation</topic><topic>Distance learning</topic><topic>Educational Objectives</topic><topic>Educational psychology</topic><topic>Electronic Learning</topic><topic>Empirical analysis</topic><topic>Evidence</topic><topic>Factor Analysis</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Korea</topic><topic>learner-instructor interaction</topic><topic>Learning</topic><topic>Likert Scales</topic><topic>Measures (Individuals)</topic><topic>Multiple Regression Analysis</topic><topic>On-line systems</topic><topic>Online</topic><topic>Online instruction</topic><topic>online learning</topic><topic>perceived learning outcomes</topic><topic>Prediction</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopedagogics. Didactics</topic><topic>Satisfaction</topic><topic>School environment</topic><topic>Statistical Data</topic><topic>Student Attitudes</topic><topic>Student Surveys</topic><topic>Teacher Student Relationship</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kang, M.</creatorcontrib><creatorcontrib>Im, T.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><collection>ANTE: Abstracts in New Technology & Engineering</collection><collection>Engineering Research Database</collection><jtitle>Journal of computer assisted learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kang, M.</au><au>Im, T.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1010380</ericid><atitle>Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment</atitle><jtitle>Journal of computer assisted learning</jtitle><addtitle>Journal of Computer Assisted Learning</addtitle><date>2013-06</date><risdate>2013</risdate><volume>29</volume><issue>3</issue><spage>292</spage><epage>301</epage><pages>292-301</pages><issn>0266-4909</issn><eissn>1365-2729</eissn><abstract>Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner–instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data from 654 respondents were analysed for this study. Results showed that factors related to instructional interaction predicted perceived learning achievement and satisfaction better than factors related to social interaction. However, it was revealed that social interaction such as social intimacy could negatively affect perceived learning achievement and satisfaction. This study has value because it found factors under learner–instructor interaction which predict perceived learning achievement and satisfaction with empirical evidence.</abstract><cop>Oxford</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1111/jcal.12005</doi><tpages>10</tpages></addata></record> |
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| ispartof | Journal of computer assisted learning, 2013-06, Vol.29 (3), p.292-301 |
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| subjects | Academic Achievement Biological and medical sciences Correlation Distance learning Educational Objectives Educational psychology Electronic Learning Empirical analysis Evidence Factor Analysis Foreign Countries Fundamental and applied biological sciences. Psychology Korea learner-instructor interaction Learning Likert Scales Measures (Individuals) Multiple Regression Analysis On-line systems Online Online instruction online learning perceived learning outcomes Prediction Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Satisfaction School environment Statistical Data Student Attitudes Student Surveys Teacher Student Relationship Training |
| title | Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment |
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