Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning

Autor/inn/en	Lee, Hye-Jung; Rha, Ilju
Titel	Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning
Quelle	In: Educational Technology & Society, 12 (2009) 4, S.372-382 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Comparative Analysis; Instructional Design; Distance Education; Academic Achievement; Interaction; Interpersonal Relationship; Electronic Learning; Computer Mediated Communication; Virtual Classrooms; Web Based Instruction; Online Courses; College Instruction; Instructional Effectiveness; Predictor Variables; Foreign Countries; Participant Satisfaction; Intermode Differences; Learner Controlled Instruction; College Students; Virtual Universities; Internet; Student Attitudes; South Korea + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Schulleistung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Computerkonferenz; Web Based Training; Online course; Online-Kurs; Hochschullehre; Unterrichtserfolg; Prädiktor; Ausland; Collegestudent; Schülerverhalten; Korea; Republik
Abstract	This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To investigate the differences on learning output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-learning mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-learning with well-structured materials was not inferior to highly interactive instruction without well-structured materials in receptive learning achievement. This implicates that well-structured material can possibly replace a teacher's one to one interaction in receptive learning as early distance educators expected. However, students in the interactive course without well-structured materials, rather than in the well-structured course with little interaction, showed higher achievement in critical thinking learning. In terms of satisfaction, students in the structured course were more satisfied with structure, and students in the interactive course were more satisfied with interpersonal interaction. Implications of these findings and recommendations for further study are suggested. (Contains 8 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10