Flexibility in e-Learning: Modelling Its Relation to Behavioural Engagement and Academic Performance

Autor/in	Kokoç, Mehmet
Titel	Flexibility in e-Learning: Modelling Its Relation to Behavioural Engagement and Academic Performance
Quelle	In: Themes in eLearning, 12 (2019) 12, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2585-3856
Schlagwörter	Electronic Learning; Models; Learner Engagement; Academic Achievement; Higher Education; Online Courses; Adjustment (to Environment); Measures (Individuals); Student Experience; Educational Objectives; Student Behavior; Teacher Education; Foreign Countries; Preservice Teachers; English (Second Language); Second Language Instruction; Turkey + Suchen Sie Ihr Suchwort? Analogiemodell; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Messdaten; Studienerfahrung; Educational objective; Bildungsziel; Erziehungsziel; Student behaviour; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Türkei
Abstract	The purpose of this study is to explore how perceived flexibility affect behavioral engagement and academic performances in an e-learning environment. The study was conducted following predictive correlational design. A total of 119 higher education students enrolled in a 15-week fully online course participated in the study. Data sources included Perceived Flexibility Scale data, behavioral engagement data derived from learning analytics indicators and academic performances of the students based on their mid-term grades, quiz results and final grades. The study data were analyzed using the Partial Least Squares Structural Equation Modelling approach to test the research model. The findings revealed that perceived flexibility of time and perceived flexibility regarding the content have significant positive effects on behavioral engagement and academic performances, whereas perceived flexibility of teacher contact, surprisingly, does not significantly affect. The study contributes to our understanding of the role of flexibility dimensions in online learning experiences and learning outcomes. The study concludes with discussing practical implications of the results and suggestions for researchers. (As Provided).
Anmerkungen	Themes in eLearning. Web site: http://earthlab.uoi.gr/tel/index.php/themeselearn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01