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Students’ Media Preferences in Online Learning

Year 2017, Volume: 18 Issue: 3, 4 - 15, 01.07.2017
https://doi.org/10.17718/tojde.328925

Abstract

This study examined students’ preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online learning. They preferred recorded online slide presentations with audio to Internet-based live video lectures in two-way video and audio interactions. Online discussion boards and chat groups were less favored than other types of media. As expected, online technology self-efficacy was correlated with a type of media requiring a relatively higher level of technology skills. The paper presents the results and discusses their implications of the study.

References

  • Alkharusi, H. M. (2013). The impact of students’ perceptions of assessment tasks on selfefficacy and perception of task value: A path analysis. Social Behavior & Personality: An International Journal, 41(10), 1681-1692. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. Beaver, T., Knox, D., & Zusman, M. E. (2010). "Hold the Phone!": Cell phone use and partner reaction among university students. College Student Journal, 44(3), 629-632. Blayney, P., Kalyuga, S., & Sweller, J. (2015). Using cognitive load theory to tailor instruction to levels of accounting students' expertise. Journal osf Educational Technology & Society, 18(4), 199-210. Brown, S.A. (2012). Seeing Web 2.0 in context: A study of academic perceptions. The Internet and Higher Education, 15(1), 50–57. Caspi, A., & Gorsky, P. (2005). Instructional media choice: Factors affecting the preferences of distance education coordinators. Journal of Educational Multimedia and Hypermedia, 14(2), 169. Chen, B., & Denoyelles, A. (2013). Exploring students' mobile learning practices in higher education. Educause Review Online. Retrieved from http://www. educause. edu/ero/article/exploring-students-mobile-learning-practices-higher-education. Cole, A. W. (2016). Testing the impact of student preference for face-to-face communication on online course satisfaction. Western Journal of Communication, 1-19. Daft, R. L., & Lengel, R. H. (1984). Information richness: A new approach to managerial behavior and organizational design. In B.M. Staw & L.L. Cummings (Eds.) Research in organizational behaviors (pp. 191-233). Greenwich: JAI Press. Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management science, 32(5), 554-571. Daft, R. L., & Trevino, L. K. (1987). Message equivocality, media selection, and manager performance: Implications for information support systems. MIS Quarterly, 11, 355- 366. Eastin, M.S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer-Mediated Communication, 6(1). doi: 10.1111/j.10836101.2000.tb00110.x Frey, A., Yankelov, P., &Faul, A. (2003). Student perceptions of Web-assisted teaching strategies. Journal of Social Work Education, 39, 443-457. Gougeon, T. D. (November, 1998). Gender Sensitive Instruction: A Distance Education Issue. Paper presented at the Annual Meeting of the American Association for Adult and Continuing Education, Phoenix, AZ. 13 Havice, P. A., Davis, T. T., Foxx, K. W., & Havice, W. L. (2010). The impact of rich media presentations on a distributed learning environment, engagement and satisfaction of undergraduate students. Quarterly Review of Distance Education, 11(1), 53-58. Hertel, G., Schroer, J., Batinic, B., & Naumann, S. (2008). Do shy people prefer to send email? Personality effects on communication media preferences in threatening and nonthreatening situations. Social Psychology, 39(4), 231-243. Hsiao, H., Tu, Y., & Chung, H. (2012). Perceived social supports, computer self-efficacy, and use among high school students. Turkish Online Journal of Educational Technology, 11(2), 167-177. Jelfs, A., & Richardson, J. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2), 338-351. doi:10.1111/j.1467-8535.2012.01308.x Jian-Feng, T., Ze-Wei, M., & Xue-Ting, L. (2015). Global self-esteem mediates the effects of general-self-efficacy on Chinese undergraduates’ genera; procrastination. Social Behavior & Personality: An International Journal, 43(8), 1265-1271. doi:10.2224/sbp.2015.43.8.1265 Kaiser, L. M. (2011). Generational differences in preference for interactivity. Dissertation Abstracts International Section A, 72, 1570. King, R. C., & Xia, W.D. (1997). Media appropriateness: Effects of experience on communication media choice. Decision Sciences, 28(4), 877-910. Lee, C. (2015). Changes in self-efficacy and task value in online learning. Distance Education, 36(1), 59-79. Lightfoot, J. M. (2009). Student communication preferences in a technology-enhanced learning environment. International Journal Of Instructional Media, 36(1), 9-20. Manca, S., & Ranieri, M. (2016). “Yes for sharing, no for teaching!”: Social media in academic practices. Internet & Higher Education, 2963-74. doi:10.1016/j.iheduc.2015.12.004 Matsunaga, M. (2010). How to Factor-Analyze Your Data Right: Do’s, Don’ts, and How-To’s. International Journal of Psychological Research, 3(1), 97-110. Miltiadou, M., & Yu, C. H. (2000). Validation of the Online Technologies Self-Efficacy Scale (OTSES). Retrieved from ERIC database. (ED445672) Morris, O. (2013). Faculty choice and student perception of web-based technologies for interaction in online economics courses. Dissertation Abstracts International Section A,74. Sadik, A. (2015). Students’ preferences for types of video lectures: Lecture capture vs. screencasting recordings. International Journal of E-Learning & Distance Education, 30(2). 14 Thoms, B., & Eryilmaz, E. (2014). How media choice affects learner interactions in distance learning classes. Computers & Education, 75112-126. doi:10.1016/j.compedu.2014.02.002 Wang, C., Shannon, D. M., & Ross, M. E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. Yukselturk, E., & Top, E. (2013). Exploring the link among entry characteristics, participation behaviors and course outcomes of online learners: An examination of learner profile using cluster analysis. British Journal of Educational Technology, 44(5), 716-728. doi:10.1111/j.1467-8535.2012.01339.x Zhao, J. J., Alexander, M. W., Perreault, H., Waldman, L., & Truell, A. D. (2009). Faculty and student use of technologies, user productivity, and user preference in distance education. Journal of Education for Business, 84(4), 206-212.
Year 2017, Volume: 18 Issue: 3, 4 - 15, 01.07.2017
https://doi.org/10.17718/tojde.328925

Abstract

References

  • Alkharusi, H. M. (2013). The impact of students’ perceptions of assessment tasks on selfefficacy and perception of task value: A path analysis. Social Behavior & Personality: An International Journal, 41(10), 1681-1692. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. Beaver, T., Knox, D., & Zusman, M. E. (2010). "Hold the Phone!": Cell phone use and partner reaction among university students. College Student Journal, 44(3), 629-632. Blayney, P., Kalyuga, S., & Sweller, J. (2015). Using cognitive load theory to tailor instruction to levels of accounting students' expertise. Journal osf Educational Technology & Society, 18(4), 199-210. Brown, S.A. (2012). Seeing Web 2.0 in context: A study of academic perceptions. The Internet and Higher Education, 15(1), 50–57. Caspi, A., & Gorsky, P. (2005). Instructional media choice: Factors affecting the preferences of distance education coordinators. Journal of Educational Multimedia and Hypermedia, 14(2), 169. Chen, B., & Denoyelles, A. (2013). Exploring students' mobile learning practices in higher education. Educause Review Online. Retrieved from http://www. educause. edu/ero/article/exploring-students-mobile-learning-practices-higher-education. Cole, A. W. (2016). Testing the impact of student preference for face-to-face communication on online course satisfaction. Western Journal of Communication, 1-19. Daft, R. L., & Lengel, R. H. (1984). Information richness: A new approach to managerial behavior and organizational design. In B.M. Staw & L.L. Cummings (Eds.) Research in organizational behaviors (pp. 191-233). Greenwich: JAI Press. Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management science, 32(5), 554-571. Daft, R. L., & Trevino, L. K. (1987). Message equivocality, media selection, and manager performance: Implications for information support systems. MIS Quarterly, 11, 355- 366. Eastin, M.S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer-Mediated Communication, 6(1). doi: 10.1111/j.10836101.2000.tb00110.x Frey, A., Yankelov, P., &Faul, A. (2003). Student perceptions of Web-assisted teaching strategies. Journal of Social Work Education, 39, 443-457. Gougeon, T. D. (November, 1998). Gender Sensitive Instruction: A Distance Education Issue. Paper presented at the Annual Meeting of the American Association for Adult and Continuing Education, Phoenix, AZ. 13 Havice, P. A., Davis, T. T., Foxx, K. W., & Havice, W. L. (2010). The impact of rich media presentations on a distributed learning environment, engagement and satisfaction of undergraduate students. Quarterly Review of Distance Education, 11(1), 53-58. Hertel, G., Schroer, J., Batinic, B., & Naumann, S. (2008). Do shy people prefer to send email? Personality effects on communication media preferences in threatening and nonthreatening situations. Social Psychology, 39(4), 231-243. Hsiao, H., Tu, Y., & Chung, H. (2012). Perceived social supports, computer self-efficacy, and use among high school students. Turkish Online Journal of Educational Technology, 11(2), 167-177. Jelfs, A., & Richardson, J. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2), 338-351. doi:10.1111/j.1467-8535.2012.01308.x Jian-Feng, T., Ze-Wei, M., & Xue-Ting, L. (2015). Global self-esteem mediates the effects of general-self-efficacy on Chinese undergraduates’ genera; procrastination. Social Behavior & Personality: An International Journal, 43(8), 1265-1271. doi:10.2224/sbp.2015.43.8.1265 Kaiser, L. M. (2011). Generational differences in preference for interactivity. Dissertation Abstracts International Section A, 72, 1570. King, R. C., & Xia, W.D. (1997). Media appropriateness: Effects of experience on communication media choice. Decision Sciences, 28(4), 877-910. Lee, C. (2015). Changes in self-efficacy and task value in online learning. Distance Education, 36(1), 59-79. Lightfoot, J. M. (2009). Student communication preferences in a technology-enhanced learning environment. International Journal Of Instructional Media, 36(1), 9-20. Manca, S., & Ranieri, M. (2016). “Yes for sharing, no for teaching!”: Social media in academic practices. Internet & Higher Education, 2963-74. doi:10.1016/j.iheduc.2015.12.004 Matsunaga, M. (2010). How to Factor-Analyze Your Data Right: Do’s, Don’ts, and How-To’s. International Journal of Psychological Research, 3(1), 97-110. Miltiadou, M., & Yu, C. H. (2000). Validation of the Online Technologies Self-Efficacy Scale (OTSES). Retrieved from ERIC database. (ED445672) Morris, O. (2013). Faculty choice and student perception of web-based technologies for interaction in online economics courses. Dissertation Abstracts International Section A,74. Sadik, A. (2015). Students’ preferences for types of video lectures: Lecture capture vs. screencasting recordings. International Journal of E-Learning & Distance Education, 30(2). 14 Thoms, B., & Eryilmaz, E. (2014). How media choice affects learner interactions in distance learning classes. Computers & Education, 75112-126. doi:10.1016/j.compedu.2014.02.002 Wang, C., Shannon, D. M., & Ross, M. E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. Yukselturk, E., & Top, E. (2013). Exploring the link among entry characteristics, participation behaviors and course outcomes of online learners: An examination of learner profile using cluster analysis. British Journal of Educational Technology, 44(5), 716-728. doi:10.1111/j.1467-8535.2012.01339.x Zhao, J. J., Alexander, M. W., Perreault, H., Waldman, L., & Truell, A. D. (2009). Faculty and student use of technologies, user productivity, and user preference in distance education. Journal of Education for Business, 84(4), 206-212.
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Details

Journal Section Articles
Authors

Michiko Kobayashı This is me

Publication Date July 1, 2017
Submission Date July 17, 2017
Published in Issue Year 2017 Volume: 18 Issue: 3

Cite

APA Kobayashı, M. (2017). Students’ Media Preferences in Online Learning. Turkish Online Journal of Distance Education, 18(3), 4-15. https://doi.org/10.17718/tojde.328925

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