Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning
This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal...
Gespeichert in:
| Veröffentlicht in: | Journal of educational computing research 2008-01, Vol.38 (1), p.1-27 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 27 |
|---|---|
| container_issue | 1 |
| container_start_page | 1 |
| container_title | Journal of educational computing research |
| container_volume | 38 |
| creator | Lin, Yi-Mei Lin, Guan-Yu Laffey, James M. |
| description | This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal orientation, perceived task value, and self-efficacy. A model was generated to depict the dynamic relationships among these constructs and the outcome measure of learning satisfaction. Factor analyses highlight four dimensions of social ability: social presence-students, social presence-instructors, social navigation, and written communication skills. The results of applying structural equation modeling to data from a sample of 110 online students show the importance of students' perceived task value, self efficacy, and social ability for satisfaction in online learning. |
| doi_str_mv | 10.2190/EC.38.1.a |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_743650400</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ784397</ericid><sage_id>10.2190_EC.38.1.a</sage_id><sourcerecordid>743650400</sourcerecordid><originalsourceid>FETCH-LOGICAL-c313t-a9f38146b63addbb805d5dd664f8548c4cb1fe00cbb5e65bad34b2bfb76830803</originalsourceid><addsrcrecordid>eNpt0DtPwzAUBWALgUQpDOwMnkAMKXbtOO4IUctDRR1KVyw_K5fUBjsB8e9JVcTEdKV7vnuHA8A5RqMxnqCbaT0ifIRH8gAMcElxQTFFh2CAKlIWjBB8DE5y3iA0RgyPB-D1rvON8WENJVxG7WUDZTDwObb-U7Y-hn4xS3Jrv2J6gy4muArGptz2ane17FF2Uu8o9AEuQuODhXMrU-jzU3DkZJPt2e8cgtVs-lI_FPPF_WN9Oy80waQt5MQRjilTjEhjlOKoNKUxjFHHS8o11Qo7i5BWqrSsVNIQqsbKqYpxgjgiQ3C1__ue4kdncyu2PmvbNDLY2GVRUcJKRNFOXu-lTjHnZJ14T34r07fASOwqFNNaEC6wkL292FubvP5z06eKUzKp-vhyH2e5tmITu9S3lf_58wOY1HqW</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>743650400</pqid></control><display><type>article</type><title>Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning</title><source>SAGE Complete</source><creator>Lin, Yi-Mei ; Lin, Guan-Yu ; Laffey, James M.</creator><creatorcontrib>Lin, Yi-Mei ; Lin, Guan-Yu ; Laffey, James M.</creatorcontrib><description>This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal orientation, perceived task value, and self-efficacy. A model was generated to depict the dynamic relationships among these constructs and the outcome measure of learning satisfaction. Factor analyses highlight four dimensions of social ability: social presence-students, social presence-instructors, social navigation, and written communication skills. The results of applying structural equation modeling to data from a sample of 110 online students show the importance of students' perceived task value, self efficacy, and social ability for satisfaction in online learning.</description><identifier>ISSN: 0735-6331</identifier><identifier>EISSN: 1541-4140</identifier><identifier>DOI: 10.2190/EC.38.1.a</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>College Students ; Communication Skills ; Distance Education ; Educational Environment ; Exploratory Factor Analysis ; Factor Analysis ; Goal Orientation ; Individual Characteristics ; Interpersonal Relationship ; Learning Experience ; Learning Theories ; Motivated Strategies for Learning Questionnaire ; Motivation ; Online Courses ; Questionnaires ; Self Efficacy ; Social Theories ; Structural Equation Models ; Writing Skills</subject><ispartof>Journal of educational computing research, 2008-01, Vol.38 (1), p.1-27</ispartof><rights>2008 SAGE Publications</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c313t-a9f38146b63addbb805d5dd664f8548c4cb1fe00cbb5e65bad34b2bfb76830803</citedby><cites>FETCH-LOGICAL-c313t-a9f38146b63addbb805d5dd664f8548c4cb1fe00cbb5e65bad34b2bfb76830803</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.2190/EC.38.1.a$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.2190/EC.38.1.a$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,4010,21798,27900,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ784397$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lin, Yi-Mei</creatorcontrib><creatorcontrib>Lin, Guan-Yu</creatorcontrib><creatorcontrib>Laffey, James M.</creatorcontrib><title>Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning</title><title>Journal of educational computing research</title><description>This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal orientation, perceived task value, and self-efficacy. A model was generated to depict the dynamic relationships among these constructs and the outcome measure of learning satisfaction. Factor analyses highlight four dimensions of social ability: social presence-students, social presence-instructors, social navigation, and written communication skills. The results of applying structural equation modeling to data from a sample of 110 online students show the importance of students' perceived task value, self efficacy, and social ability for satisfaction in online learning.</description><subject>College Students</subject><subject>Communication Skills</subject><subject>Distance Education</subject><subject>Educational Environment</subject><subject>Exploratory Factor Analysis</subject><subject>Factor Analysis</subject><subject>Goal Orientation</subject><subject>Individual Characteristics</subject><subject>Interpersonal Relationship</subject><subject>Learning Experience</subject><subject>Learning Theories</subject><subject>Motivated Strategies for Learning Questionnaire</subject><subject>Motivation</subject><subject>Online Courses</subject><subject>Questionnaires</subject><subject>Self Efficacy</subject><subject>Social Theories</subject><subject>Structural Equation Models</subject><subject>Writing Skills</subject><issn>0735-6331</issn><issn>1541-4140</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><recordid>eNpt0DtPwzAUBWALgUQpDOwMnkAMKXbtOO4IUctDRR1KVyw_K5fUBjsB8e9JVcTEdKV7vnuHA8A5RqMxnqCbaT0ifIRH8gAMcElxQTFFh2CAKlIWjBB8DE5y3iA0RgyPB-D1rvON8WENJVxG7WUDZTDwObb-U7Y-hn4xS3Jrv2J6gy4muArGptz2ane17FF2Uu8o9AEuQuODhXMrU-jzU3DkZJPt2e8cgtVs-lI_FPPF_WN9Oy80waQt5MQRjilTjEhjlOKoNKUxjFHHS8o11Qo7i5BWqrSsVNIQqsbKqYpxgjgiQ3C1__ue4kdncyu2PmvbNDLY2GVRUcJKRNFOXu-lTjHnZJ14T34r07fASOwqFNNaEC6wkL292FubvP5z06eKUzKp-vhyH2e5tmITu9S3lf_58wOY1HqW</recordid><startdate>200801</startdate><enddate>200801</enddate><creator>Lin, Yi-Mei</creator><creator>Lin, Guan-Yu</creator><creator>Laffey, James M.</creator><general>SAGE Publications</general><general>Baywood Publishing Company, Inc</general><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>AAYXX</scope><scope>CITATION</scope><scope>8FD</scope><scope>FR3</scope><scope>KR7</scope></search><sort><creationdate>200801</creationdate><title>Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning</title><author>Lin, Yi-Mei ; Lin, Guan-Yu ; Laffey, James M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c313t-a9f38146b63addbb805d5dd664f8548c4cb1fe00cbb5e65bad34b2bfb76830803</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>College Students</topic><topic>Communication Skills</topic><topic>Distance Education</topic><topic>Educational Environment</topic><topic>Exploratory Factor Analysis</topic><topic>Factor Analysis</topic><topic>Goal Orientation</topic><topic>Individual Characteristics</topic><topic>Interpersonal Relationship</topic><topic>Learning Experience</topic><topic>Learning Theories</topic><topic>Motivated Strategies for Learning Questionnaire</topic><topic>Motivation</topic><topic>Online Courses</topic><topic>Questionnaires</topic><topic>Self Efficacy</topic><topic>Social Theories</topic><topic>Structural Equation Models</topic><topic>Writing Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lin, Yi-Mei</creatorcontrib><creatorcontrib>Lin, Guan-Yu</creatorcontrib><creatorcontrib>Laffey, James M.</creatorcontrib><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>CrossRef</collection><collection>Technology Research Database</collection><collection>Engineering Research Database</collection><collection>Civil Engineering Abstracts</collection><jtitle>Journal of educational computing research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lin, Yi-Mei</au><au>Lin, Guan-Yu</au><au>Laffey, James M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ784397</ericid><atitle>Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning</atitle><jtitle>Journal of educational computing research</jtitle><date>2008-01</date><risdate>2008</risdate><volume>38</volume><issue>1</issue><spage>1</spage><epage>27</epage><pages>1-27</pages><issn>0735-6331</issn><eissn>1541-4140</eissn><abstract>This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal orientation, perceived task value, and self-efficacy. A model was generated to depict the dynamic relationships among these constructs and the outcome measure of learning satisfaction. Factor analyses highlight four dimensions of social ability: social presence-students, social presence-instructors, social navigation, and written communication skills. The results of applying structural equation modeling to data from a sample of 110 online students show the importance of students' perceived task value, self efficacy, and social ability for satisfaction in online learning.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.2190/EC.38.1.a</doi><tpages>27</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0735-6331 |
| ispartof | Journal of educational computing research, 2008-01, Vol.38 (1), p.1-27 |
| issn | 0735-6331 1541-4140 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_743650400 |
| source | SAGE Complete |
| subjects | College Students Communication Skills Distance Education Educational Environment Exploratory Factor Analysis Factor Analysis Goal Orientation Individual Characteristics Interpersonal Relationship Learning Experience Learning Theories Motivated Strategies for Learning Questionnaire Motivation Online Courses Questionnaires Self Efficacy Social Theories Structural Equation Models Writing Skills |
| title | Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-10T07%3A57%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Building%20a%20Social%20and%20Motivational%20Framework%20for%20Understanding%20Satisfaction%20in%20Online%20Learning&rft.jtitle=Journal%20of%20educational%20computing%20research&rft.au=Lin,%20Yi-Mei&rft.date=2008-01&rft.volume=38&rft.issue=1&rft.spage=1&rft.epage=27&rft.pages=1-27&rft.issn=0735-6331&rft.eissn=1541-4140&rft_id=info:doi/10.2190/EC.38.1.a&rft_dat=%3Cproquest_cross%3E743650400%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=743650400&rft_id=info:pmid/&rft_ericid=EJ784397&rft_sage_id=10.2190_EC.38.1.a&rfr_iscdi=true |