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Interaction, Satisfaction, and Perceived Progress in Online Language Courses
PROCEEDINGS

, , , Michigan State University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between interactions and learning outcomes among 466 high-school students who were taking online language courses in a Midwestern virtual school. Regression analysis was employed to look into how three broad types of interactions, learner-instructor, learner-learner, and learner-content (Moore, 1989), affected students’ perceived progress and satisfaction. After controlling for demographic information, motivation, and learning strategies, the results of multiple regression showed that learner-instructor and learner-content interactions had significantly positive effects on satisfaction, whereas learner-learner interaction did not affect satisfaction. Learner-content interaction was the only factor that affected perceived progress

Citation

Lin, C.H., Zheng, B. & Zhang, Y. (2015). Interaction, Satisfaction, and Perceived Progress in Online Language Courses. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 393-399). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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