THE ROLE OF ONLINE EDUCATION PREFERENCES ON STUDENT’S ACHIEVEMENT
Abstract
Online education has expanded and is expected to continue growing rapidly in time along with technological innovations. It is obvious that there is a movement toward online learning which necessitates the need of more empirical evidence on effective learning and learners’ achievement. This study investigated effect of the variables: demographics (age, gender, being employed/unemployed, and computer efficacy); Internet self-efficacy; satisfaction (student-student, student-instructor, student-content interaction); and the reasons for online education preferences of students’ on their achievement. Differing from previous studies the current study particularly investigates the effect of students’ reasons for their preferences of distance education on their success besides all other variables. The results indicated that there is a positive correlation between students’ reasons for their preferences of distance education and their achievement scores which was measured by their final test scores. Besides, according to results of the regression analyses, preferences related to achievement was the only variable to affect regression equation in the online course regression analyses. That was accounted for about 5.1 % of the variance in students’ final grades.
Keywords
References
- Baturay, M. H. (2010). Relationships among Sense of Classroom Community, Perceived
- Cognitive Learning and Satisfaction of Students at an E-learning Course. Interactive Learning Environments, 19(5), 563-575. Baturay, M. H. & Bay, O. F. (2010). The Effects of Problem-Based Learning on the Classroom Community Perceptions and Achievement of Web-based Education Students.
- Computers & Education, 55, 43-52. Blocher, J. M., Montes, L. S., Willis, E.M. & Tucker, G. (2002). Online learning: Examining the successful student profile. The Journal of Interactive Online Learning, 1(2): 1-12.
- Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 57 (3), 299-305.
- Broadley, T., & Trinidad, S. (2008). Teachers working in an online world. InN.Yelland, G.
- Neal & E. Dakich (Eds.)., Rethinking education with ICT: New directions for effective practices, (pp.149-164). Rotterdam, The Netherlands: Sense Publishers. Chyung, S. (2001). Systematic and systemic approaches to reducing attrition rates in online higher education. The American Journal of Distance Education 15 (3): 36–49.
- Ergul, H. (2004). Relationship between student characteristics and academic achievement in distance education and application on students of Anadolu University.
- Turkish Online Journal of Distance Education 5(2). Grabinger, R.S. & Dunlap, J.C. (2000). Rich environments for active learning: A definition.
- In Squires, D., Conole, G. & Jacobs, G. (Eds.). The changing face of learning technology (pp.8-38). Cardiff, Wales, UK, University of Wales. Gratton-Lavoie, C. & Stanley, D. (2009). Teaching and Learning Principles of Micro economics Online: An Empirical Assessment. Journal of Economic Education, 40(1), 3-25.
- Güngör, C. & A kar, P. (2004). E-ö renmenin ve bili sel stilin ba arı ve internet özyeterlik algızı üzerindeki etkisi. H.Ü. E itim Fakültesi Dergisi, 27, 116-125.