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Reconsidering Student Support: Student Perception of Support and Learning Outcomes
PROCEEDINGS

, , , , , University of South Florida, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. The purpose of the study was to examine the relationship between students’ perceived support and their learning outcomes in an online course at a large southeastern university. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. The results showed perceived support was significantly related to students’ overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easy way of accessing and taking advantage of the support.

Citation

Lee, S.J., Srinivasan, S., Trail, T., Lewis, D. & Lopez, S. (2010). Reconsidering Student Support: Student Perception of Support and Learning Outcomes. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 549-553). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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