
The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions
PROCEEDINGS
Yu-Chun Kuo, Utah State University, United States ; Yu-Tung Kuo, National Chiao Tung University, Taiwan ; Andrew Walker, Utah State University, United States
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
Interaction has been recognized as an important factor which influences student satisfaction in distance learning environments. Internet self-efficacy, which refers to one’s belief in performing Internet related actions, was assumed to be a factor which might have an impact on the satisfaction of online learners since online courses require learners to possess a certain level of Internet-using skills to successfully complete online courses. This study intended to investigate student perceptions of interactions with their instructor and fellow students, Internet self-efficacy, and satisfaction in two synchronous sessions offered through the use of Interwise web-based conferencing tools. The results revealed that learner-learner and learner-instructor interactions were significant predictors of student satisfaction while Internet self-efficacy was not significantly contributing to satisfaction.
Citation
Kuo, Y.C., Kuo, Y.T. & Walker, A. (2010). The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 4242-4246). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from https://www.learntechlib.org/primary/p/34525/.
© 2010 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Academic Technology Center. (2006, September 25). What is Interwise iMeeting? Retrieved June 20, 2009 from http://www.wpi.edu/Academics/ATC/Facilities/Interwise/what.html
- Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(4), 339-352.
- Bolliger, D.U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61-67.
- Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International Review of Research in Open& Distance Learning, 9(3), 1-24.
- DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38.
- Eastin, M.S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Retrieved January 14, 2009 from http://jcmc.indiana.edu/vol6/issue1/eastin.html
- Joo, Y.J., & Bong, M., & Choi, H.J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy and Internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
- Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education& Teaching International, 39(2), 153-162.
- Lim, C.K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41-51.
- Moore, M.G. (1989). Three types of interactions. The American journal of distance education, 3(2), 1-6.
- Northrup, P., Lee, R., & Burgess, V. (2002). Learner perceptions of online interaction. Paper presented at ED-MEDIA 2002 world conference on educational multimedia, hypermedia& Telecommunications, Denver, CO.
- Puzziferro, M. (2006). Online technologies self-efficacy, self-regulated learning, and experiential variables as predictors of final grade and satisfaction in college-level online courses. Dissertation Abstracts International, 66(12). (UMI No. 3199984)
- Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72-89.
- Rodriguez Robles, F.M. (2006). Learner characteristic, interaction and support service variables as predictors of satisfaction in Web-based distance education. Dissertation Abstracts International, 67(07). (UMI No. 3224964).
- Thompson, L.F., Meriac, J.P., & Cope, J.G. (2002). Motivating online performance:
- Torkzadeh, G., Chang, C.J., & Demirhan, D. (2006). A contingency model of computer and Internet self-efficacy. Information& Management, 43(4), 541-550.
- Torkzadeh, G., & Van Dyke, T.P. (2002). Effects of training on Internet self-efficacy and computer user attitudes. Computers in Human Behavior, 18(5), 479-494.
- Tsai, M.J., & Tsai, C.C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education& Teaching International, 40(1), 43-50.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- global 001.ppt (Access with Subscription)