Online Learning across Ethnicity and Age: A Study on Learning Interaction Participation, Perception, and Learning Satisfaction

Autor/inn/en	Ke, Fengfeng; Kwak, Dean
Titel	Online Learning across Ethnicity and Age: A Study on Learning Interaction Participation, Perception, and Learning Satisfaction
Quelle	In: Computers & Education, 61 (2013), S.43-51 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.09.003
Schlagwörter	Student Participation; Satisfaction; Transcripts (Written Records); Age Differences; Minority Group Students; Nontraditional Students; Teacher Student Relationship; Student Attitudes; Ethnicity; Interaction; Electronic Learning; Content Analysis; Distance Education; Interviews; Structural Equation Models; Web Based Instruction; Online Courses; Computer Mediated Communication; Comparative Analysis; Statistical Analysis; Student Surveys + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zufriedenheit; Age; Difference; Age difference; Altersunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Ethnizität; Interaktion; Inhaltsanalyse; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik; Web Based Training; Online course; Online-Kurs; Computerkonferenz; Statistische Analyse; Schülerbefragung
Abstract	This mixed-method study examined whether online learning interaction participation, perception, and learning satisfaction would be consistent across varied age and ethnicity groups. Data were collected from students enrolled in 28 online courses via content analysis with online interaction transcripts, structural equation modeling with the learning-experience survey responses, and interviewing. The interaction-transcript analysis did not indicate a significant advantage or disadvantage in terms of the quality and quantity of online interaction participation for students of non-traditional age or minority status. However, the structural equation modeling of the survey results indicated that students' minority status was associated with more favorable perception of the learner-to-instructor interaction but lower satisfaction with the web-based distance education. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10