Impacts of Course Activities on Student Perceptions of Engagement and Learning Online

Autor/inn/en	Tsai, Chia-Lin; Ku, Heng-Yu; Campbell, Ashlea
Titel	Impacts of Course Activities on Student Perceptions of Engagement and Learning Online
Quelle	In: Distance Education, 42 (2021) 1, S.106-125 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Chia-Lin) ORCID (Ku, Heng-Yu) ORCID (Campbell, Ashlea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1869525
Schlagwörter	Student Satisfaction; Graduate Students; Undergraduate Students; Learning Activities; Online Courses; Electronic Learning; Learner Engagement; Instructional Effectiveness; Interaction; Peer Relationship; Teacher Student Relationship; Group Discussion; Feedback (Response); Educational Environment; Student Characteristics; Predictor Variables + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernaktivität; Online course; Online-Kurs; Unterrichtserfolg; Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendiskussion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor
Abstract	The purpose of the study was to examine the impacts of course activities on student perceptions of engagement and learning in online courses. Using eight interactive course activities as indicators of course interactivity, we conducted a latent profile analysis to cluster students into different groups. Based on students' perceptions, we observed three distinct groups of instructional contexts: (a) courses with low student-student but high student-instructor interactions (Low S-S but High S-I Interactions; 25.3%), (b) courses that mainly utilize group discussions (Group Discussion Focused; 20.2%), and (c) courses with high student-student and high student-instructor interactions (High S-S and S-I Interactions; 54.4%). Students' perceptions of engagement and learning outcomes varied across groups. Notably, students in the highly interactive courses (High S-S and S-I Interactions) reported the most favorable perceptions of engagement and learning outcomes, compared to students in the other two groups. Implications for instruction professionals and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01