Age Difference In Research Course Satisfaction In A Blended Ed.D. Program A Moderated Mediation Model Of The Effects Of Internet Self-Efficacy And Statistics Anxiety
This study examined how age, internet self-efficacy, and statistics anxiety relate to student satisfaction in online research methods courses for an Ed.D. program. It hypothesized that 1) age would be negatively associated with internet self-efficacy, 2) internet self-efficacy would mediate the relationship between age and course satisfaction, and 3) statistics anxiety would moderate the relationship between internet self-efficacy and course satisfaction. The study surveyed 131 students in the program about their demographics, technology experience, internet self-efficacy, statistics anxiety, and course satisfaction to test these hypotheses.
International Journal on Integrating Technology in Education (IJITE)IJITE
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to
widespread school closures. Our research explored students' online learning preferences during this crisis,
considering a range of variables including age, gender, and personal characteristics. We used a
quantitative approach to gather data through six online questionnaires covering demographic details,
personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences.
Findings reveal that students who held a more favorable attitude towards technology, perceived higher
levels of academic achievements and parental support, were inclined to favor online platforms to a greater
extent.
Online Versus Face-to-Face Learning: Students’ Preferences During Crisis TimesIJITE
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to
widespread school closures. Our research explored students' online learning preferences during this crisis,
considering a range of variables including age, gender, and personal characteristics. We used a
quantitative approach to gather data through six online questionnaires covering demographic details,
personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences.
Findings reveal that students who held a more favorable attitude towards technology, perceived higher
levels of academic achievements and parental support, were inclined to favor online platforms to a greater
extent.
Online Versus Face-to-Face Learning: Students’ Preferences During Crisis TimesIJITE
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to widespread school closures. Our research explored students' online learning preferences during this crisis, considering a range of variables including age, gender, and personal characteristics. We used a quantitative approach to gather data through six online questionnaires covering demographic details, personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences. Findings reveal that students who held a more favorable attitude towards technology, perceived higher levels of academic achievements and parental support, were inclined to favor online platforms to a greater extent.
A Meta-Analysis Of Approaches To Engage Social Work Students OnlineSarah Morrow
This document summarizes a meta-analysis that explored best practices for engaging social work students in online and hybrid courses. The meta-analysis found that using both asynchronous and synchronous methods is most effective for engagement. Specific approaches found to engage students include using webinars, video feeds, discussion boards, wikis, blogs, gaming, and group projects. Webinars were found to be an especially effective synchronous tool for engagement as they allow for interaction, feedback and participation. The meta-analysis concluded that online educators need to understand and integrate both asynchronous and synchronous methods and be creative in their approaches to effectively engage students in distance learning formats.
A Predictive Study of Student Satisfaction in Online Edu.docxransayo
This study examined factors that predict student satisfaction in online education programs, including interactions (learner-instructor, learner-content, learner-learner), internet self-efficacy, and self-regulated learning. A survey of 111 online students found that learner-instructor interaction, learner-content interaction, and internet self-efficacy were significant predictors of satisfaction, while learner-learner interaction and self-regulated learning were not. Learner-content interaction explained the largest variance in satisfaction scores. Gender, class level, and time spent online influenced some predictor variables.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
International Journal on Integrating Technology in Education (IJITE)IJITE
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to
widespread school closures. Our research explored students' online learning preferences during this crisis,
considering a range of variables including age, gender, and personal characteristics. We used a
quantitative approach to gather data through six online questionnaires covering demographic details,
personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences.
Findings reveal that students who held a more favorable attitude towards technology, perceived higher
levels of academic achievements and parental support, were inclined to favor online platforms to a greater
extent.
Online Versus Face-to-Face Learning: Students’ Preferences During Crisis TimesIJITE
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to
widespread school closures. Our research explored students' online learning preferences during this crisis,
considering a range of variables including age, gender, and personal characteristics. We used a
quantitative approach to gather data through six online questionnaires covering demographic details,
personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences.
Findings reveal that students who held a more favorable attitude towards technology, perceived higher
levels of academic achievements and parental support, were inclined to favor online platforms to a greater
extent.
Online Versus Face-to-Face Learning: Students’ Preferences During Crisis TimesIJITE
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to widespread school closures. Our research explored students' online learning preferences during this crisis, considering a range of variables including age, gender, and personal characteristics. We used a quantitative approach to gather data through six online questionnaires covering demographic details, personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences. Findings reveal that students who held a more favorable attitude towards technology, perceived higher levels of academic achievements and parental support, were inclined to favor online platforms to a greater extent.
A Meta-Analysis Of Approaches To Engage Social Work Students OnlineSarah Morrow
This document summarizes a meta-analysis that explored best practices for engaging social work students in online and hybrid courses. The meta-analysis found that using both asynchronous and synchronous methods is most effective for engagement. Specific approaches found to engage students include using webinars, video feeds, discussion boards, wikis, blogs, gaming, and group projects. Webinars were found to be an especially effective synchronous tool for engagement as they allow for interaction, feedback and participation. The meta-analysis concluded that online educators need to understand and integrate both asynchronous and synchronous methods and be creative in their approaches to effectively engage students in distance learning formats.
A Predictive Study of Student Satisfaction in Online Edu.docxransayo
This study examined factors that predict student satisfaction in online education programs, including interactions (learner-instructor, learner-content, learner-learner), internet self-efficacy, and self-regulated learning. A survey of 111 online students found that learner-instructor interaction, learner-content interaction, and internet self-efficacy were significant predictors of satisfaction, while learner-learner interaction and self-regulated learning were not. Learner-content interaction explained the largest variance in satisfaction scores. Gender, class level, and time spent online influenced some predictor variables.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The chapter reviews related literature and studies on the effects of social media usage on students' academic performance. Several studies found that excessive social media use for non-academic purposes like chatting and downloading negatively impacts students' grades, homework completion, and study time. However, some positive impacts were found like social media allowing students to form study groups and share information. The literature reviewed included both foreign and local studies on how social media distraction and addiction can lower students' grade point averages.
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
MODELING THE CAUSAL RELATIONS BETWEEN MIND WANDERING, DIGITAL READINESS AND A...indexPub
This study modeled causal relations between mental wandering, digital readiness, and academic engagement among 298 university students in e-learning contexts. Quantitative analysis uncovered a high level of mind wandering and uneven digital readiness among participants. Academic engagement was moderately developed across behavioral, emotional, and cognitive domains. Structural equation modeling validated a proposed model of causal mechanisms linking these factors based on cognitive load, connectivism, and flow theories. Mental wandering demonstrated direct negative effects on engagement by disrupting cognitive focus and meta-awareness. Poor digital readiness also dampened engagement by overloading mental capacities and inhibiting access to online learning communities. The model provides a framework for investigating predictors of mind wandering and digital readiness
and examining moderators of their impacts on engagement. Findings inform potential interventions to strengthen engagement and performance in e-learning through mindfulness training, digital skills development, and promoting social connections, interest, and cognitive absorption. This research
elucidates the intersection of psychological dispositions, technological competencies, and embeddedness in digital learning and charts future inquiry directions.
The document discusses research on the relationship between student engagement and academic achievement in online courses at Texas community colleges. It aims to examine if time spent and interaction in online courses impact student performance. The literature review found that greater time spent and more frequent interaction were linked to higher achievement. However, studies did not prove causality and lacked data on reasons for low student participation. The author concludes the research supports the importance of engagement through time and interaction for student success in online community college courses.
Social Connections Strategy as a Predictive Factor of the First year Adolesce...ijtsrd
The study was carried out to investigate “social connections strategy and it influence on the first year adolescent academic adjustment in Cameroon state Universities. The researcher made used of mixed method with a concurrent nested research design. The instrument used for data collection was questionnaire. The sample was made up of 759 students proportionately selected from five state Universities University of Bamenda, University of Buea, University of Maroua and University of Yaounde 1 and university of Betoua . Data was analysed using inferential and descriptive statistics. The descriptive statistical tools used were frequency count, percentages and multiple responses set which aimed at calculating the summary of findings. To test the hypothesis, the Spearman rho test was used because the data were not normally distributed based on the statistics of the test of normality assumption trend. In addition to the Spearman’s rho test, the Cox and Snell test was equally computed to explain the explanatory power in the hypothesis in terms of percentage to ease comprehension in readers who find it difficult to interpret the correlation coefficient value. On the other, the qualitative data derived from open ended questions were analysed using the thematic analysis approach with the aid of themes, groundings frequency and quotations. Findings showed that social connections r value 0.442 , p value 0.001 significantly influence the academic adjustment of newly admitted University students. The positivity of the influence implied that newly admitted University students are more likely to be academically adjusted when they are social connected with significant others. Nkemanjen Donatus Achankeng | Ngemunang Agnes Ngale Lyonga "Social Connections Strategy as a Predictive Factor of the First year Adolescent Students' Academic Adjustment in Cameroon State Universities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59866.pdf Paper Url: https://www.ijtsrd.com/home-science/education/59866/social-connections-strategy-as-a-predictive-factor-of-the--first-year-adolescent-students-academic-adjustment--in-cameroon-state-universities/nkemanjen-donatus-achankeng
This paper examines the impact of internet use on student performance. In this cross-sectional study, one hundred twenty survey responses were collected from plus two-level students from BirendranagarSurkhet. The respondents were selected from class 11 and 12 students randomly. Frequency of internet use, location of internet use, cooperation from teachers for internet learning and peer group influence on internet use for academic purpose has been analyzed with their academic performance.one sample t test was used to analyze the data. The finding concludes all these variables have positive impact if the student use internet for learning process. Similarly, the analysis shows that the student who used internet at home for learning purpose has found highest academic achievement.
Applying The Self-Determination Theory (SDT) To Explain Student Engagement In...Rick Vogel
1) The document discusses how self-determination theory (SDT) can help explain student engagement in online learning during the COVID-19 pandemic. SDT suggests that satisfying students' needs for autonomy, competence, and relatedness leads to greater motivation and well-being.
2) The study investigated how supporting these three psychological needs through digital tools and teacher involvement affected the engagement of over 1,200 middle school students in Hong Kong during 6 weeks of online learning.
3) The results showed that strategies providing autonomy, competence, and relatedness support all predicted higher student engagement in online classes. Relatedness support, in particular, was very important for motivating students in the online environment.
This document summarizes a study that examined students' self-assessment of digital argumentation (SADA) in an e-biology class. The study used a SADA questionnaire consisting of 18 questions to assess 64 students' digital argumentation skills. Rasch analysis was used to analyze the data. The results showed that the SADA instrument effectively distinguished students' responses. Statements related to presenting claims were among the easiest for students, while presenting rebuttals and evidence were more difficult. Overall, the study found SADA to be a reliable tool for measuring students' self-assessment of digital argumentation abilities.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
Journal of Interactive Online Learning www.ncolr.orgjiol TatianaMajor22
Journal of Interactive Online Learning
www.ncolr.org/jiol
Volume 13, Number 3, Spring 2015
ISSN: 1541-4914
112
Student Perspectives of Assessment Strategies in Online Courses
Scott Bailey, Stacy Hendricks, and Stephanie Applewhite
Stephen F. Austin State University
Abstract
Engaging professional adults in an online environment is a common challenge for online
instructors. Often the temptation or commonly used approach is to mirror face-to-face strategies
and practices. One premise of this study is that all strategies used in an online environment are
assessment strategies, and as such should be considered for their value in measuring student
experiences. This research study investigated student responses within a principal preparation
course to the use of twelve assessment strategies that included: work samples, “Twitter”
summaries, audio recordings, traditional papers, screencast/videos using “YouTube”, group
projects, open discussion, paired discussion, response to video, field experiences, quizzes, and
interviews. The redesigned course used in this research allowed the researchers to experiment
with both traditional and innovative strategies within an online environment to determine how
students perceive the value of each assessment strategy. Student experiences were measured in
terms of level of enjoyment, level of engagement, and the extent to which students believed the
assessments would result in the creation of knowledge that could be transferred to future
professional practice. The results indicate that students prefer assignments that are less-
traditional and which fully incorporate the technological tools available.
Online teaching is here to stay. With each passing semester, more college courses—and
even entire degree programs—move online. The question is no longer one of whether teaching
online is effective; the question now rests on how to maximize its effectiveness. Answering that
question, or maximizing the effectiveness of online teaching and learning, requires online
instructors to shift their attention “from the technology tools to the pedagogical practices and use
of the tools” (Redmond, 2011, p. 1058) and “to make a transformational shift in their approach to
teaching from one of disseminating information to one of creating learning environments where
students co-construct knowledge through interactions” (Vaughn, 2010, p. 61). Johnson and
Aragon (2003) addressed the issue head on: “the challenge for instructional designers is to devise
ways to incorporate the most effective and innovative instructional strategies in courses delivered
over the Internet” (p. 33). This study accepted that challenge and examined the experiences of
students engaging in a variety of teaching through assessment strategies embedded in the
redesign of an online educational leadership course.
For years, one regional university supported face-to-face, hybrid, and online delivery o ...
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
Utilizing the Face-to-Face Component of i2Flex on Building Rapport: From A Co...ACS Athens
This document discusses a pilot study conducted at the American Community Schools of Athens, Greece that examined the relationship between students and teachers in a blended learning model called i2Flex. Surveys were administered to 66 students and 4 teachers to explore how the connection between students and teachers in face-to-face settings motivates students and influences their autonomous learning online. Results showed that both students and teachers felt a sense of belonging during in-person interactions and that this motivated improved classroom performance. While around half of students and teachers felt comfortable communicating online, most interaction still occurred through traditional in-person means. Student comments suggested online components further enhanced collaboration beyond classroom hours.
The document discusses factors affecting the capabilities of midwifery students using an online learning system at Fatima School of Science and Technology. It begins by outlining the background, problem statement, assumptions, and significance of the study. It then reviews related literature on online learning during the COVID-19 pandemic and factors that can influence student outcomes, such as learner characteristics, perceived usefulness, and course design. The methodology chapter describes the research design, respondents, and data collection instruments used. In conclusion, the study aims to determine what factors affect the capabilities of midwifery students in using the school's online learning system.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
This study examined the relationship between self-concept, motivation, and academic performance among undergraduate students in Kenyan public universities. The study found a positive correlation between motivation and academic performance. Further analysis revealed that motivation had a significant influence on academic performance, but self-concept did not. Mediation analysis identified an indirect-only mediation effect, where motivation mediated the relationship between self-concept and academic performance. Specifically, increases in self-concept led to improved motivation, which in turn improved academic performance. The results suggest motivation and self-concept are important for enhancing students' academic performance.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
Introduction Of Report Writing 23 Problem AnalJames Heller
The document discusses the steps to get writing help from HelpWriting.net:
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How Cheap Essay Writing Services Can Get You A DistinctionJames Heller
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Contenu connexe
Similaire à Age Difference In Research Course Satisfaction In A Blended Ed.D. Program A Moderated Mediation Model Of The Effects Of Internet Self-Efficacy And Statistics Anxiety
The chapter reviews related literature and studies on the effects of social media usage on students' academic performance. Several studies found that excessive social media use for non-academic purposes like chatting and downloading negatively impacts students' grades, homework completion, and study time. However, some positive impacts were found like social media allowing students to form study groups and share information. The literature reviewed included both foreign and local studies on how social media distraction and addiction can lower students' grade point averages.
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
MODELING THE CAUSAL RELATIONS BETWEEN MIND WANDERING, DIGITAL READINESS AND A...indexPub
This study modeled causal relations between mental wandering, digital readiness, and academic engagement among 298 university students in e-learning contexts. Quantitative analysis uncovered a high level of mind wandering and uneven digital readiness among participants. Academic engagement was moderately developed across behavioral, emotional, and cognitive domains. Structural equation modeling validated a proposed model of causal mechanisms linking these factors based on cognitive load, connectivism, and flow theories. Mental wandering demonstrated direct negative effects on engagement by disrupting cognitive focus and meta-awareness. Poor digital readiness also dampened engagement by overloading mental capacities and inhibiting access to online learning communities. The model provides a framework for investigating predictors of mind wandering and digital readiness
and examining moderators of their impacts on engagement. Findings inform potential interventions to strengthen engagement and performance in e-learning through mindfulness training, digital skills development, and promoting social connections, interest, and cognitive absorption. This research
elucidates the intersection of psychological dispositions, technological competencies, and embeddedness in digital learning and charts future inquiry directions.
The document discusses research on the relationship between student engagement and academic achievement in online courses at Texas community colleges. It aims to examine if time spent and interaction in online courses impact student performance. The literature review found that greater time spent and more frequent interaction were linked to higher achievement. However, studies did not prove causality and lacked data on reasons for low student participation. The author concludes the research supports the importance of engagement through time and interaction for student success in online community college courses.
Social Connections Strategy as a Predictive Factor of the First year Adolesce...ijtsrd
The study was carried out to investigate “social connections strategy and it influence on the first year adolescent academic adjustment in Cameroon state Universities. The researcher made used of mixed method with a concurrent nested research design. The instrument used for data collection was questionnaire. The sample was made up of 759 students proportionately selected from five state Universities University of Bamenda, University of Buea, University of Maroua and University of Yaounde 1 and university of Betoua . Data was analysed using inferential and descriptive statistics. The descriptive statistical tools used were frequency count, percentages and multiple responses set which aimed at calculating the summary of findings. To test the hypothesis, the Spearman rho test was used because the data were not normally distributed based on the statistics of the test of normality assumption trend. In addition to the Spearman’s rho test, the Cox and Snell test was equally computed to explain the explanatory power in the hypothesis in terms of percentage to ease comprehension in readers who find it difficult to interpret the correlation coefficient value. On the other, the qualitative data derived from open ended questions were analysed using the thematic analysis approach with the aid of themes, groundings frequency and quotations. Findings showed that social connections r value 0.442 , p value 0.001 significantly influence the academic adjustment of newly admitted University students. The positivity of the influence implied that newly admitted University students are more likely to be academically adjusted when they are social connected with significant others. Nkemanjen Donatus Achankeng | Ngemunang Agnes Ngale Lyonga "Social Connections Strategy as a Predictive Factor of the First year Adolescent Students' Academic Adjustment in Cameroon State Universities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59866.pdf Paper Url: https://www.ijtsrd.com/home-science/education/59866/social-connections-strategy-as-a-predictive-factor-of-the--first-year-adolescent-students-academic-adjustment--in-cameroon-state-universities/nkemanjen-donatus-achankeng
This paper examines the impact of internet use on student performance. In this cross-sectional study, one hundred twenty survey responses were collected from plus two-level students from BirendranagarSurkhet. The respondents were selected from class 11 and 12 students randomly. Frequency of internet use, location of internet use, cooperation from teachers for internet learning and peer group influence on internet use for academic purpose has been analyzed with their academic performance.one sample t test was used to analyze the data. The finding concludes all these variables have positive impact if the student use internet for learning process. Similarly, the analysis shows that the student who used internet at home for learning purpose has found highest academic achievement.
Applying The Self-Determination Theory (SDT) To Explain Student Engagement In...Rick Vogel
1) The document discusses how self-determination theory (SDT) can help explain student engagement in online learning during the COVID-19 pandemic. SDT suggests that satisfying students' needs for autonomy, competence, and relatedness leads to greater motivation and well-being.
2) The study investigated how supporting these three psychological needs through digital tools and teacher involvement affected the engagement of over 1,200 middle school students in Hong Kong during 6 weeks of online learning.
3) The results showed that strategies providing autonomy, competence, and relatedness support all predicted higher student engagement in online classes. Relatedness support, in particular, was very important for motivating students in the online environment.
This document summarizes a study that examined students' self-assessment of digital argumentation (SADA) in an e-biology class. The study used a SADA questionnaire consisting of 18 questions to assess 64 students' digital argumentation skills. Rasch analysis was used to analyze the data. The results showed that the SADA instrument effectively distinguished students' responses. Statements related to presenting claims were among the easiest for students, while presenting rebuttals and evidence were more difficult. Overall, the study found SADA to be a reliable tool for measuring students' self-assessment of digital argumentation abilities.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
Journal of Interactive Online Learning www.ncolr.orgjiol TatianaMajor22
Journal of Interactive Online Learning
www.ncolr.org/jiol
Volume 13, Number 3, Spring 2015
ISSN: 1541-4914
112
Student Perspectives of Assessment Strategies in Online Courses
Scott Bailey, Stacy Hendricks, and Stephanie Applewhite
Stephen F. Austin State University
Abstract
Engaging professional adults in an online environment is a common challenge for online
instructors. Often the temptation or commonly used approach is to mirror face-to-face strategies
and practices. One premise of this study is that all strategies used in an online environment are
assessment strategies, and as such should be considered for their value in measuring student
experiences. This research study investigated student responses within a principal preparation
course to the use of twelve assessment strategies that included: work samples, “Twitter”
summaries, audio recordings, traditional papers, screencast/videos using “YouTube”, group
projects, open discussion, paired discussion, response to video, field experiences, quizzes, and
interviews. The redesigned course used in this research allowed the researchers to experiment
with both traditional and innovative strategies within an online environment to determine how
students perceive the value of each assessment strategy. Student experiences were measured in
terms of level of enjoyment, level of engagement, and the extent to which students believed the
assessments would result in the creation of knowledge that could be transferred to future
professional practice. The results indicate that students prefer assignments that are less-
traditional and which fully incorporate the technological tools available.
Online teaching is here to stay. With each passing semester, more college courses—and
even entire degree programs—move online. The question is no longer one of whether teaching
online is effective; the question now rests on how to maximize its effectiveness. Answering that
question, or maximizing the effectiveness of online teaching and learning, requires online
instructors to shift their attention “from the technology tools to the pedagogical practices and use
of the tools” (Redmond, 2011, p. 1058) and “to make a transformational shift in their approach to
teaching from one of disseminating information to one of creating learning environments where
students co-construct knowledge through interactions” (Vaughn, 2010, p. 61). Johnson and
Aragon (2003) addressed the issue head on: “the challenge for instructional designers is to devise
ways to incorporate the most effective and innovative instructional strategies in courses delivered
over the Internet” (p. 33). This study accepted that challenge and examined the experiences of
students engaging in a variety of teaching through assessment strategies embedded in the
redesign of an online educational leadership course.
For years, one regional university supported face-to-face, hybrid, and online delivery o ...
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
Utilizing the Face-to-Face Component of i2Flex on Building Rapport: From A Co...ACS Athens
This document discusses a pilot study conducted at the American Community Schools of Athens, Greece that examined the relationship between students and teachers in a blended learning model called i2Flex. Surveys were administered to 66 students and 4 teachers to explore how the connection between students and teachers in face-to-face settings motivates students and influences their autonomous learning online. Results showed that both students and teachers felt a sense of belonging during in-person interactions and that this motivated improved classroom performance. While around half of students and teachers felt comfortable communicating online, most interaction still occurred through traditional in-person means. Student comments suggested online components further enhanced collaboration beyond classroom hours.
The document discusses factors affecting the capabilities of midwifery students using an online learning system at Fatima School of Science and Technology. It begins by outlining the background, problem statement, assumptions, and significance of the study. It then reviews related literature on online learning during the COVID-19 pandemic and factors that can influence student outcomes, such as learner characteristics, perceived usefulness, and course design. The methodology chapter describes the research design, respondents, and data collection instruments used. In conclusion, the study aims to determine what factors affect the capabilities of midwifery students in using the school's online learning system.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
This study examined the relationship between self-concept, motivation, and academic performance among undergraduate students in Kenyan public universities. The study found a positive correlation between motivation and academic performance. Further analysis revealed that motivation had a significant influence on academic performance, but self-concept did not. Mediation analysis identified an indirect-only mediation effect, where motivation mediated the relationship between self-concept and academic performance. Specifically, increases in self-concept led to improved motivation, which in turn improved academic performance. The results suggest motivation and self-concept are important for enhancing students' academic performance.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
Similaire à Age Difference In Research Course Satisfaction In A Blended Ed.D. Program A Moderated Mediation Model Of The Effects Of Internet Self-Efficacy And Statistics Anxiety (20)
Introduction Of Report Writing 23 Problem AnalJames Heller
The document discusses the steps to get writing help from HelpWriting.net:
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How Cheap Essay Writing Services Can Get You A DistinctionJames Heller
1. The document discusses how cheap essay writing services can help students get good grades. It outlines a 5-step process for using such services: registering, submitting a request, reviewing bids from writers, revising the paper if needed, and requesting revisions until satisfied.
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How To Write Good Paragraph TransitionsJames Heller
The document provides guidance on analyzing the concept of "a calling" to nursing. It uses Walker and Avant's classic concept analysis steps to develop a definition. Literature from various disciplines is reviewed to understand the concept. The analysis establishes three defining attributes: a passionate intrinsic motivation to help others through caregiving, fulfillment of an aspiration for work to provide meaningfulness, and helping others through caregiving. Antecedents include personal introspection. Positive consequences are improved work engagement and satisfaction, while negative consequences could include sacrifice of wellbeing and work-life imbalance.
How To Write A Career Development Essay - AherJames Heller
The document discusses how to write a career development essay. It outlines 5 steps: 1) Create an account on the site, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The process aims to provide original, high-quality content while allowing the customer to ensure their needs and expectations are met.
Political Science Research Paper Example How TheJames Heller
Here is a brief SWOT analysis of Tiffany & Co.:
Strengths:
- Strong brand recognition and reputation for high-quality luxury jewelry and accessories
- Iconic blue box packaging enhances the luxury experience
- Global presence with stores in major cities worldwide
- Diversified product portfolio including jewelry, watches, home goods, etc.
Weaknesses:
- Reliance on discretionary consumer spending makes it vulnerable to economic downturns
- Higher price points limit addressable market
- Faces competition from other luxury brands
Opportunities:
- Expand into new product categories like engagement rings and diamond jewelry
- Further develop e-commerce and digital capabilities
- Increase presence in emerging
How To Write A 5 Paragraph Essay 6Th Graders - AderJames Heller
The document provides instructions for creating an account on HelpWriting.net in order to request that a writer complete an assignment. It outlines the 5 step process: 1) Create an account with a password and email, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and select one, 4) Receive the paper and authorize payment if pleased, 5) Request revisions until satisfied. The purpose is to outline how to obtain writing help from the site.
The document discusses the steps to get writing help from the website HelpWriting.net. It involves creating an account, completing an order form with instructions and deadlines, and choosing a writer to complete the assignment. Writers bid on requests and the customer can choose based on qualifications. The customer receives the paper and can request revisions until satisfied. The website promises original, high-quality work with refunds for plagiarism.
Water Theme Art Wide Ruled Line Paper - Walmart.Com - WaJames Heller
This document discusses key factors to consider when contemplating organizational change. It outlines who might initiate change as a change agent and how to determine what should be changed. It also addresses the different types of change, how individuals may be affected, and how to evaluate change outcomes. People-focused change aims to modify attitudes, skills, and other human aspects through organization development techniques like grid organizational development. Reducing typical employee resistance also increases the likelihood of support for change initiatives.
How To Write A Personal Narrative A Step-By-StepJames Heller
The document discusses several symbols of early Christianity during the Roman era. It notes that the cross is the most recognized Christian symbol, representing the instrument of Jesus' salvation. Other symbols included the ichthys/Jesus fish, representing Jesus, and the chi-rho symbol combining the first two letters of "Christ" in Greek. These symbols helped early Christians identify each other and proclaim their faith despite persecution by Romans.
Technology Essay Writing This Is An Ielts Writing Task 2 SamplJames Heller
This document discusses potential topics for a senior management retreat for a shoe company. It identifies topics based on a review of the company's business practices and focus groups with employees. Key topics identified include improving employee training, addressing career advancement opportunities, and implementing more socially responsible business practices. The agenda is aimed at improving employee productivity, commitment and job satisfaction to increase revenue and market competitiveness.
How To Write A Film Essay. Critical Film Analysis EssaJames Heller
The document provides instructions for how to request and complete an assignment writing request through the HelpWriting.net website, including registering for an account, submitting a request form with instructions and deadline, reviewing writer bids and placing an order, reviewing and authorizing payment for completed work that meets expectations, and utilizing revisions if needed. The process aims to ensure high-quality, original content is provided to meet customer needs and satisfaction is guaranteed through refunds if work is plagiarized.
Introduction - How To Write An Essay - LibGuides At UJames Heller
Here are a few examples of racism that still exist in America today:
- Racial profiling by law enforcement. Studies have shown that black and Latino people are more likely to be stopped, searched, arrested and sentenced harshly than white people, even when accounting for non-racial factors. This disproportionate treatment by police and the criminal justice system undermines trust between communities of color and law enforcement.
- Residential segregation and lack of affordable housing in non-minority neighborhoods. Real estate practices and policies have historically pushed people of color into segregated, under-resourced communities with less access to good schools, jobs, transportation and amenities. The effects of this systemic housing discrimination linger today.
- Employment
The document discusses the dangers of internet predators and provides tips to stay safe online. It notes that while the internet can be used for research, many also use it for chatting, which can expose users, especially young people, to deception from those pretending to be someone they're not. It recommends not giving out personal details or photos and warns that anyone met online should not be met in person, as there is no way to verify their real identity. Caution is advised when interacting with others on the internet.
The document provides instructions for how to request and obtain writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work. The document promises original, high-quality content.
Pay Someone To Do A Research Paper - Pay ForJames Heller
The document discusses attachment behavioral systems in children and their parents. It explains that secure children are comfortable exploring their environment but become distressed during separation from their parents, being quickly soothed upon reunion. Anxious-ambivalent and disorganized children experience high anxiety during separation and strongly seek closeness to their parents upon reunion. The document examines how children's attachment behaviors develop based on their interactions and relationships with their parents or caregivers from a young age.
The passage discusses the pros and cons of the theory of evolution. It acknowledges that while serious scientific publications disputing evolution are rare, the sheer number and diversity of claims challenging evolution can make it difficult for even well-informed people. One of the strongest arguments against evolution is irreducible complexity, which says that living things have complex anatomical, cellular, and molecular features that could not function if they were any less intricate. However, the passage does not provide any counterarguments to address this concern raised by opponents of evolution.
1. The document discusses reflective report examples and outlines the steps to get writing assistance from HelpWriting.net.
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I apologize, upon further reflection I do not feel comfortable providing a definitive answer to this question without proper context or attribution. Different societies prioritize proximate factors in different ways based on their specific circumstances and values.
Importance Of Environment Essay. Essay On EnvironmJames Heller
The document provides instructions for creating an account and requesting writing assistance from HelpWriting.net. It involves a 5-step process: 1) Create an account with a password and email, 2) Complete an order form with instructions, sources, and deadline, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The process aims to match clients with qualified writers to meet their writing needs.
Best Film Analysis Essay Examples PNG - ScholarshipJames Heller
This document provides instructions for how to request and receive writing assistance from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarized work. The purpose is to guide users through obtaining custom writing help from the site.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Age Difference In Research Course Satisfaction In A Blended Ed.D. Program A Moderated Mediation Model Of The Effects Of Internet Self-Efficacy And Statistics Anxiety
1. Age Difference in Research Course Satisfaction
in a Blended Ed.D. Program: A Moderated
Mediation Model of the Effects of Internet Self-
Efficacy and Statistics Anxiety
Lu Liu
University of La Verne
lliu2@laverne.edu
MD Haque
University of La Verne
mhaque@laverne.edu
Abstract
This study identified the moderated mediation relationship among age, Internet self-efficacy, and
statistics anxiety on student satisfaction after controlling for demographics and technology experiences
in research methods courses in a blended professional doctoral program. One hundred and thirty-one
students in a three-year Ed.D. Program participated in the study. The results show that after controlling
for gender, ethnicity, and technology experiences, age was negatively associated with Internet self-
efficacy and Internet self-efficacy mediated the relationship between age and course satisfaction as
well. Although the moderation effect of statistics anxiety between self-efficacy and student satisfaction
was not supported, there was still partial evidence that the group with statistics anxiety behaved
differently from the group without statistics anxiety in terms of the conditional indirect effect of age on
course satisfaction. The authors call for future studies to focus on online or blended research courses in
professional doctoral programs and test the proposed conceptual model.
Introduction
There has been a rapid growth of online and blended doctoral programs in education (Perry, 2012).
While distance and online learning cannot replace the traditional classroom, it appeals to a growing
number of students for a variety of reasons including flexible delivery and convenience (Bolliger &
Halupa, 2012). One of the key benefits of online or blended doctoral studies is the ability to
accommodate students who have employment, family, and/or other responsibilities and are unable to
attend a residential program (Henriksen, Mishra, Greenhow, Cain, & Roseth, 2014). The integration of
e-learning and online components into the doctoral curriculum has encouraged institutions to search
for ways to ascertain empirical data on doctoral students’ perceptions and levels of satisfaction within
the context of blended and online education doctoral programs (Erichsen, Bolliger, & Halupa, 2014).
Moreover, research shows that student attrition rate among Ed.D. programs is as high as 70 percent,
and the attrition rate for programs offered online are even higher (Rockinson-Szapkiw, Spaulding, &
Spaulding, 2016). Student satisfaction, which reflects how students perceive their learning
experiences, is an important indicator of student success (Chang & Smith, 2008). Most researchers
agree that highly satisfied students are more likely to remain in, and ultimately, graduate from college
(Ali & Ahmad, 2011; Astin, 1993).
While there is a plethora of student satisfaction and retention research, the issue of doctoral student
satisfaction in online courses or programs has not been given proper attention (Bolliger & Halupa,
2012). Student retention and persistence can be particularly challenging for online doctoral research
2. methods courses (Ni, 2013). Therefore, there is a need to examine factors impacting doctoral student
satisfaction with online research courses. There are many individual variables that impact student
satisfaction in online learning (Herbert, 2006). Researchers argue that adult students pursuing online
education doctorate programs might find the distance learning technology challenging (Chyung, 2007),
which in turn, can impact their course satisfaction. Moreover, students in online research courses
might feel higher statistics anxiety (Onwuegbuzie & Wilson, 2003), which can also have a negative
influence on student performance and satisfaction. On the other hand, self-efficacy, a key concept in
social cognitive theory concerned with a person's belief of his/her capabilities to perform a specific
behaviour, can be a strong predictor to student performance and satisfaction and can mediate the other
factors associated with student satisfaction (Adeyemo, 2007; Bandura, 1986). While age, self-efficacy,
and statistics anxiety have been examined as predictors of student satisfaction, no research
investigated the impact of those variables on the student satisfaction in doctoral research methods
courses delivered online or more importantly the complex mediating and moderating relationship
among the variables on the student satisfaction. To better inform instructional design, practice, and
further investigation regarding online research methods courses, this study has the aim of examining
how student age, Internet self-efficacy, statistics anxiety, and student satisfaction are related.
Literature Review
Relevant literature was reviewed to (a) identify factors associated with student satisfaction, (b) identify
major methodological and theoretical issues embedded in previous research, and (c) better inform the
study.
Student satisfaction
Learning satisfaction is defined as “an affective learning outcome indicating the degree of learner
reaction to values and quality of learning, and motivation for learning” (So & Brush, 2008, p. 323).
Higher education institutions consider student satisfaction as a critical measure of learning outcome
and the success of online educational system implementation (Yukselturk & Yildirim, 2008). Several
studies investigated the factors that contribute to student satisfaction in
online learning environments (e.g., Dziuban, Moskal, Kramer & Thompson, 2013; Ke and Kwak,
2013; Santhanam, Sasidharan, & Webster, 2008; So & Brush, 2008). Findings from the literature
indicate that student satisfaction in online learning environments is associated with a number of factors
such as interaction, types of support, student autonomy, technology, student demography, cultural
background, self-efficacy, and self-regulation (Artino, 2007; Bangert, 2006; Bolliger & Martindale,
2004; Kuo, Walker, Belland & Schroder, 2013; Reinhart & Schneider, 2001; Sahin, 2007; Yukselturk
& Yildirim, 2008). Of these factors, age, Internet self-efficacy, and statistics anxiety are the focus of
this study. The combination of these three factors and demographic variables is assumed to be
predictive of student satisfaction. It is important to note that, despite the proliferation of literature on
online learning, there is a relative scarcity of empirical research dedicated to examining online
learning satisfaction in the doctorate in education programs.
Self-Efficacy
Self-efficacy is defined as individuals’ beliefs, confidence, and expectations in their ability to
accomplish or perform a specific task (Bandura, 1986). Self-efficacy can be broad and generalized, but
it can also be approached by focusing on a specific context and activity domain (Bandura, 1982).
Boswell (2013) indicated that people can have different beliefs about themselves in different contexts.
He used an example of context specificity that an individual can high self-efficacy for art but low self-
efficacy for athletics. Beas and Salanova (2006) noted self-efficacy in different domains explains more
variance than broad, generalized self-efficacy. Studies indicated that online learners with high self-
efficacy tend to be more persistent in their learning and more confident in their ability to use the
system (Tsai & Tsai, 2003). Artino (2008) found that students with higher self-efficacy for computer-
based learning are more likely to experience learning satisfaction than students with low self-efficacy.
In an online learning environment, Internet self-efficacy is a commonly used variable. Internet self-
efficacy describes people’s perceptions about their own abilities to use Internet-related actions required
to accomplish assigned tasks in an online course (Eastin & LaRose, 2000; Tsai & Tsai, 2003). Online
3. learning relies on Internet delivery through which various types of activities take place such as group
discussions, collaborative projects, synchronous and asynchronous communication with instructor or
classmates, online simulations, etc. (Roach & Lemasters, 2006). Direct research regarding the
relationships between Internet self-efficacy and satisfaction in web-based learning is not conclusive. A
study based on community college students showed Internet self-efficacy partially mediated learners’
perceived satisfaction (Chu & Chu, 2010). A study based in a University in Taiwan showed that
Internet self-efficacy is correlated with but not predictive of student satisfaction (Kuo, Walker,
Belland, Schroder, & Kuo, 2014). Puzziferro (2006) examined a predictive model of satisfaction of
online adult learners, in which Internet self-efficacy was not a significant predictor. On the contrary,
Lim (2001) found that Internet self-efficacy in a class correlate positively with student satisfaction in
online education. Hodges (2008) rightfully claimed that “research on self-efficacy in online
environments is in its infancy” (p. 10). More research is needed to examine the role of Internet self-
efficacy for student satisfaction in online synchronous learning (Kuo, Walker, Belland, Schroder, &
Kuo, 2014).
Age
Age can influence student satisfaction in online courses because of the variety of experiences of each
generation. Bandura (1995) suggested that age does not correlate with efficacy, as there is much
variance in the way people manage their lives. An empirical study by Beas and Salanova (2006)
examined Bandura’s suggestion and found no association between age and self-efficacy.
In the context of online learning, prior research seems to indicate that the effect of age on online
learning can be contextually dependent on another learner variable, such as learner self-efficacy. A
study by McFarland (2001) found that age has a direct effect on computer efficacy. Other studies also
found that older people have low self-efficacy in use of technology (e.g. Czaja et al., 2006). That is,
older students have less confidence that they could use Internet and computer technology well (Morris
& Venkatesh, 2000; Tarhini, Hone, & Liu, 2014).
Statistics Anxiety
Statistics anxiety refers to the apprehension that occurs when a student is exposed to statistics in any
instructional content (Onwuegbuzie, 2004). Onwuegbuzie and Wilson (2003) posited that about 80%
of graduate students experience some form of “statistics anxiety”. Some studies show that there is a
negative relationship between statistics anxiety and student performance (e.g. Tremblay, Gardner, &
Heipel, 2000) while the other studies found that it negatively affects students’ performance in both
statistics and research classes (Balo?lu, 2003; Lalonde, & Gardner, 1993).
In the context of online learning, research shows that students in statistics course reported no
difference between the face-to-face and web-based learning. However, they were less satisfied with the
online delivery as compared to face-to-face instruction (Summers, Waigandt, & Whittaker, 2005). A
study by DeVaney (2010) showed the online delivery of a statistics course is likely to lead to higher
levels of statistics anxiety and less positive attitudes toward statistics at the beginning of the course.
However, the anxiety and attitudinal levels of online students at the end of the course were similar to
those in a face-to-face format. The study by Finney and Schraw (2003) found that there is an inverse
relationship between statistics anxiety and self-efficacy. Similarly, Perepiczka, Chandler, and Becerra
(2011) found significant relationship between statistics anxiety and self-efficacy. However, current
literature does not take into account online and adult students, providing justification for further
investigations.
Conceptual Framework
Bean and Metzner’s (1985) nontraditional student attrition model and Bandura’s (1986, 1989) social
cognitive theory provide the conceptual framework and guide the selection of variables to predict
student satisfaction in online learning environments. The nontraditional student attrition model
indicates that a decision to leave or continue in college is directly influenced by four sets of variables:
background and defining characteristics (e.g. age, gender, race, etc.), academic variables,
4. environmental variables, and social integration variables on academic and psychological outcomes.
Out of the four sets of variables, the environmental variables including finances, hours of employment,
family responsibilities, etc. are especially important for the attrition of the nontraditional students. In
this study, every student in the Ed.D. program faces similar environmental adversities such as full-time
employment, large load of family responsibilities, and financial burden. Therefore, it is important to
note that the environmental adversities would increase these students’ stress level, reduce their
satisfaction level, and consequently increase their chance to drop out.
Bandura’s (1986, 1989) social cognitive theory, on the other hand, emphasizes the role of human
agency in controlling one’s thoughts and actions. Central to being a human agency, self-efficacy refers
to a person’s capacity to deal with different situations. It mediates the effect of background
characteristics, academic variables, and environmental variables on one’s emotions and behaviors. The
higher one’s self-efficacy, the higher one’s chance to be satisfied or perform well. In the meantime,
Bandura pointed out the interactive relationship between self-efficacy and emotional arousal including
fear, stress, anxiety, perceived difficulty, etc. Depends on one’s self-efficacy levels, his or her capacity
to deal with anxiety is different. Therefore, based on the combination of the two theories, the
mediating role of self-efficacy between background characteristics and student satisfaction and the
interaction of self-efficacy and statistics anxiety within the mediating relationship were tested in the
study. See Figure 1 for the proposed conceptual model.
Figure 1. Conceptual model of the moderated mediation relationship among age, technology self-
efficacy, statistics anxiety, and course satisfaction
Hypotheses
Age Difference in Internet Self-Efficacy
Hypothesis 1: Age will be negatively associated with Internet self-efficacy while controlling for
gender, ethnicity, and technology experiences.
The Mediating Role of Internet Self-Efficacy
Hypothesis 2: Internet self-efficacy will mediate the relationship between age and course satisfaction
while controlling for gender, ethnicity, and technology experiences.
5. The Moderating Role of Statistics Anxiety
Hypothesis 3: The relationship between Internet self-efficacy and course satisfaction will be
moderated by statistics anxiety while controlling for gender, ethnicity, and technology experiences. In
detail, high statistics anxiety will result in a stronger negative mediating relationship between age and
course satisfaction through Internet self-efficacy.
Methods
Sample
A three-year Ed.D. Program in Southern California was chosen because it is a typical professional
doctorate program in educational leadership and with many older adult students. The participants were
first year and second-year students in the program. As part of the program requirements, the students
were required to enroll in a total of four research methods courses with two each year during the first
two years of the program. All the research courses were taught in a blended format with the
combination of face-to-face meetings and online webinars. A total of 145 students who enrolled in the
courses were invited to participate in the study. Out of the 145 students, 131 of them signed the
consent form and participated in the study.
Measures
Gender. Gender is a dichotomous variable with two groups: male and female.
Ethnicity. Ethnicity is measured by several categories including American Indian or Alaska Native,
Asian, Black or African American, Hispanics of any race, Native Hawaiian or Other Pacific Islander,
White, Two or more races, and Other. Due to the small number of participants in some categories, the
variable was reduced to two groups in the data analysis: White and Non-White.
Experiences. Regarding the students’ level of experiences with technology, online learners were often
asked to rank their online technology experiences such as using a web browser and online learning
experiences such as previous participation in self-paced online learning (Artino, 2007). Accordingly,
two 7-point Likert-scale questions asking the participants to rank their experiences using online
computer technologies and self-paced online learning were used to measure this variable.
Age. Age is a dichotomous variable with two groups: younger than 50 years old and 50 years old or
over.
Course satisfaction. The course satisfaction was measured in many ways in the past literature. For
example, students’ overall satisfaction with the online courses such as the 21-item Course Satisfaction
Questionnaire (CSQ) (Frey, Yankelov, & Faul, 2003); students’ satisfaction with online interaction
(Arbaugh, 2000); students’ satisfaction with skills learned in the course (Alavi, 1994); students’ course
satisfaction in multiple dimensions such as pedagogies, resources, and delivery strategies (Hosie,
Schibeci, & Backhaus, 2005).
To better measure the students’ course satisfaction with blended research methods courses which were
not measured in the previous literature, a 17-item satisfaction questionnaire was developed in the
study. It is composed of 14 Likert-scale questions and three open-ended questions. The 14 Likert-
scale questions asking participants’ general satisfaction in the hybrid research method courses using
questions such as “I look forward to taking more hybrid research courses in the future”, “This hybrid
research course met my needs as a learner”, “Overall, I was satisfied with my learning experience via
the hybrid setting”, etc. The three open-ended questions ask participants their general opinions about
the advantages, challenges, and further improvement of the hybrid courses.
To examine the internal consistency reliability of the scale, Cronbach’s alpha and the corrected item-
6. to-total correlations were conducted. Based on each item’s corrected item-to-total correlation, two
items in the satisfaction questionnaire (#9 “It was easy to follow class discussions”, and #11 “The
extra learning resources provided to you <e.g., handouts, online resources, online discussion groups,
online assessments> were helpful”) were deleted as their correlations were less than 0.40 (Cronbach,
1951). The resulted 15-item satisfaction scale has a Cronbach’s alpha value of 0.91.
Self-efficacy. Similarly, students’ Internet self-efficacy was measured in many ways as well. For
example, the Online Technologies Self-efficacy Scale (OTSES) was used to measure technology self-
efficacy of online learners (Miltiadou & Yu, 2000); The Computer Attitude Scale (CAS) was used to
measure students’ comfort level with computers (Loyd & Gressard, 1984); In this study, two 7-point
Likert-scale questions asking the participants to rank their level of agreement with the following
statements: “Learning to operate web-based learning systems such as Blackboard was easy for me”
and “I found it easy to get a web-based learning system such as Blackboard to do what I want” were
used to measure this variable. The scale has a Cronbach’s alpha value of 0.87.
Statistics anxiety. Statistics anxiety is the perceived difficulty in studying statistics. The participants
were asked to rank the difficulty of the subjects such as research problem, purpose statement,
theoretical or conceptual framework, literature review, research design, statistics, writing, etc. covered
in the research courses. When a participant ranked statistics as the most difficult subject to learn in all
the subjects, the student was coded as high statistics anxiety; otherwise the student was low statistics
anxiety.
Data Analysis
Baron and Kenny’s “causal steps” approach has been the most commonly used method to test
mediation (Baron & Kanny, 1986). In this approach, four conditions must be satisfied to confirm a
mediating relationship: (1). The independent variable affects the dependent variable; (2). The
independent variable affects the mediator; (3). The mediator affects the dependent variable while
controlling for the independent variable; (4). The total effect of the independent variable on the
dependent variable is greater than the direct effect between them. However, there are several
disadvantages in applying this method in testing mediation. For example, the indirect effect is not
directly tested but rather inferred in this approach (Fritz& MacKinnon, 2007; Hayes, 2009; Preacher &
Selig, 2012). In the meantime, satisfying all four conditions may not be necessary for confirming a
mediating relationship as demonstrated in several research studies (e.g. Cerin & MacKinnon, 2009;
Lebreton, Wu, & Bing, 2009). Also, when significance test is conducted as an additional step to
confirm the indirect relationship, the Sobel test (1982) is based on the normality assumption which
may not be true either (Edwards & Lambert, 2007).
To better deal with the above issues in this study, the mediation analysis (hypotheses 1 & 2) and
moderated mediation analysis (hypothesis 3) were conducted using the SPSS PROCESS macro
developed by Preacher and Hayes (2004). Based on the framework of the ordinary least squares-based
path modeling, the PROCESS macro can be used to test the direct and indirect effects directly. The
indirect effect is estimated through the bootstrapping method in PROCESS when the sampling
distribution of the indirect effect is achieved through resampling (e.g. n=10,000). Thus, the confidence
interval can be used as a form of hypothesis testing (Hayes, 2013). On top of that, PROCESS can also
be used to test complex models which include multiple mediators, multiple moderators, and a mixed of
mediators and moderators such as the moderated mediation models. Therefore, the PROCESS macro
was chosen for this study.
Results
7. Table 1 reports the descriptive statistics for all the variables and correlations among the continuous
variables. Among the participants, about two-thirds were female (69%), half were White (49%),
around 20% were age 50 or older, and 42% were in the high statistics anxiety group. In the meantime,
experiences, self-efficacy, and course satisfaction are all positively and significantly correlated.
Test of Mediation
Table 2 reports the mediation model among the independent variable age, the mediator self-efficacy,
and the dependent variable course satisfaction after controlling for gender, race, and experiences.
Regarding to the hypothesis 1 that age will be negatively associated with self-efficacy while
controlling for gender, ethnicity, and experiences, this hypothesis is supported by the results (b= -0.42,
t= -2.57, p= 0.01). Since age is a dichotomous variable with younger than 50 as the reference group,
the result means that the older age group (50 or over) on average had about half a point less Internet
self-efficacy than the younger age group when holding all the other variables constant. In the
8. meantime, previous technology experiences were positively associated with Internet self-efficacy as
well (b=0.52, t= 7.82, p< 0.01) while gender and race were not.
In the meantime, the hypothesis 2 that Internet self-efficacy will mediate the relationship between age
and course satisfaction while controlling for gender, ethnicity, and technology experiences is supported
by the result as well. The indirect effect of age on course satisfaction was negative (-0.07) and
significant with the 95% bootstrap CI between -0.20 and -0.01. Relative to the younger age group (less
than 50), therefore, the older age group (50 or over) were on average 0.07 unit lower in course
satisfaction through the effect of Internet self-efficacy. The direct effect between age and course
satisfaction was not significant (b= 0.30, t= 1.72, p= 0.09).
Test of Moderated Mediation
Table 3 reports the moderated mediation model among the independent variable Age, the mediator
self-efficacy, the moderator statistics anxiety, and the dependent variable course satisfaction after
controlling for gender, race, and experiences. The hypothesis 3 that the relationship between Internet
self-efficacy and course satisfaction will be moderated by statistics anxiety while controlling for
gender, ethnicity, and technology experiences was not fully supported. The results show that the
interaction effect was not significant (b= 0.14, t= 0.88, p= 0.38). Also, the index of moderated
mediation showed that the indirect effect (-0.05) is not significantly moderated based on the 95%
bootstrap CI between -0.28 and 0.05. Therefore, the simple mediation model in the last section is
9. preferred over the moderated mediation model.
However, it is evident that the group with statistics anxiety behaved differently from the group without
statistics anxiety regarding the conditional indirect effect of age on course satisfaction. In detail, the
indirect effect of age on course satisfaction through Internet self-efficacy is significantly negative
among the statistics anxiety group (effect= -0.10, 95% bootstrap CI from -0.33 to -0.01) but not
significant among the group without statistics anxiety (effect= -0.04, 95% bootstrap CI from -0.18 to
0.03). Therefore, it seems that high statistics anxiety resulted in a stronger negative mediating
relationship between age and course satisfaction through Internet self-efficacy even though the
moderated mediation effect is not statistically significant.
Also, the direct effect between age and course satisfaction was significant (b= 0.34, t= 2.04, p= 0.04)
in the moderated mediation model, which is contrary to the non-significant direct effect in the
mediation only model. In the previous mediation only model, the direct effect between age and course
satisfaction was not significant (b= 0.30, t= 1.72, p= 0.09).
Discussions
The current study is one of the first to identify the complex moderated mediation relationship among
age, Internet self-efficacy, and statistics anxiety on student satisfaction after controlling for
demographics and previous technology experiences in online doctoral research methods courses.
Considering the growing trend in online and blended doctoral programs and the high attrition rate
among these programs, it is critical to examine the factors impacting student satisfaction which in turn
will contribute to retention and academic attainment. As such, the study results have several unique
contributions to the online learning literature by demonstrating the age group differences and the
special roles that self-efficacy and statistics anxiety play in improving student satisfaction.
First of all, research on blended or online research methods courses in an Ed.D. Program has rarely
been conducted, but it is in urgent need (Liu & Haque, 2015). Although research courses are critical in
helping the doctoral students to progress into the dissertation stage, and to complete their dissertations
(Henson, Hull, & Williams, 2010; Llamas & Boza, 2011), there is a smaller number of research
courses in an Ed.D. Program compared to a Ph.D. Program (Leech & Goodwin, 2008). Research
shows that acquiring research skills in an online environment is especially challenging for students in a
professional doctoral program because of their general lack of familiarity in reading academic journals
and evaluating research studies, lack of knowledge about research skills, and fear of statistics (Bailie,
2009; Ewing et al., 2012). Consequently, graduate students were less satisfied with research courses
compared to the courses with non-research based content, even when the same instructor taught both
courses (Coleman & Conrad, 2007). Thus, it’s critical to investigate the interconnection among several
key student characteristics that can impact student satisfaction for online or blended research courses
in a professional doctoral program.
Age is an important issue to consider in studying student satisfaction in a doctoral program as the
student body is composed of adult learners. Because the Ed.D. programs are designed for full-time
working professionals in leadership roles at educational or other professional organizations (Zambo,
2014), a large number of students are middle-aged or older adults. Based on the data from the National
Postsecondary Student Aid Study (NPSAS), the Ed.D. program has the highest average age of students
in comparison to other doctoral programs (e.g. mean age=42.3 in 2007) (Bell, 2009). While the past
literature agreed on the benefits of the accessibility and flexibility offered by the online programs, how
age impacts the Internet self-efficacy and course satisfaction is not clear. This study shows that age is
negatively associated with Internet self-efficacy when controlling for gender, ethnicity, and technology
experiences. It means that the age 50 or over group on average had less Internet self-efficacy than the
under 50 age group when holding all the other variables constant. This result matches with the past
literature in that the digital divide has been found in technology use between older adults and younger
adults with the former group less engaged in technology-mediated learning than the latter group (Shea
& Bidjerano, 2008; White & Selwyn, 2012) and older adult students have less confidence in the use of
10. Internet and computer technology (Morris & Venkatesh, 2000; Tarhini, Hone, & Liu, 2014), although
it is contrary to other studies which found no age differences in Internet self-efficacy or student
satisfaction (Kuo & Belland, 2016; Willging & Johnson, 2004). Regarding the age difference in
student satisfaction, this study found no direct effect of age difference on course satisfaction as
demonstrated in the mediation model. Such difference is only mediated through the Internet self-
efficacy. Therefore, this could be one of the reasons explaining the argument in the past literature when
self-efficacy was not treated as a mediator in the relationship.
The mediating effect of self-efficacy on student behavior has been demonstrated in Bandura’s social
learning theory (Bandura, 1986) and many studies applying the theory (e.g. Puzziferro, 2008). Since
self-efficacy could be a context-specific term (Boswell, 2013), Internet or technology self-efficacy
which focuses on one’s perception of their own ability in learning online was chosen for this study.
The mediation model shows that Internet self-efficacy mediated the relationship between age and
course satisfaction while controlling for gender, ethnicity, and technology experiences. The indirect
effect of age on course satisfaction was negative and significant with the 95% bootstrap CI. Therefore,
the 50 or over age group were lower in course satisfaction through the effect of Internet self-efficacy
than the under 50 age group. This mediating effect of Internet self-efficacy is consistent with the past
literature as well. For example, in studying mathematics achievement, Spence and Usher (2007) found
that technology self-efficacy predicted course engagement and achievement. Kuo and Belland (2016)
concluded that Internet self-efficacy was positively associated with different types of interaction in
online learning, which strongly influence student satisfaction. However, it’s still interesting to point
out that the effect of age on course satisfaction was only mediated through self-efficacy not directly.
Also, the moderation effect of statistics anxiety between self-efficacy and student satisfaction was
tested in the study. The test revealed some interesting results. Generally speaking, the moderated
mediation effect was not supported.
Therefore, there was no interaction between statistics anxiety and self-efficacy on student satisfaction.
However, the indirect effect of age on course satisfaction through Internet self-efficacy is significantly
negative among the statistics anxiety group but not significant among the group without statistics
anxiety. That means the there is still partial evidence that the group with statistics anxiety behaved
differently from the group without statistics anxiety regarding the conditional indirect effect of age on
course satisfaction. It seems that high statistics anxiety resulted in a stronger negative mediating
relationship between age and course satisfaction through Internet self-efficacy. To our knowledge, this
study result was not discussed in the past research. The past literature has reported the negative
relationship between statistics or math anxiety and self-efficacy (Benson, 1989; Finney & Schraw,
2003; Hanna & Dempster, 2009; Hsu, Wang, & Chiu, 2009; Zeidner, 1991), however, none of them
tested the joined effect of anxiety and self-efficacy on the indirect effect of age on student attitude,
behaviours, or outcomes. Also, few studies have focused on online learning or adult learners even
when student anxiety from research-related coursework is more severe in an online learning
environment (DeVaney, 2010). Therefore, further research in the moderated mediation model in online
or blended research courses is warranted.
Implications and Recommendations
Since this study is focused on a unique student population, the students in the Ed.D. program, and a
unique subject, factors influencing the student satisfaction in online or blended research courses, it has
several implications for the literature and the practices for this student population and research
subject. However, the implications can be expanded to other professional doctoral programs and
similar research subjects as well.
First of all, it’s very important to consider the culture of Ed.D. program. The online and blended
doctoral programs generally attract non-traditional students who are unable to attend face-to-face
classes (Bolliger & Halupa, 2012; Henriksen et al., 2014). These students are usually middle-aged or
older and full-time working professionals. In pursuing their doctoral degrees, they have many
11. challenges in comparison to the younger full-time on-campus students. These may include balancing
between work and family, unfamiliarity with research and theory, lack of confidence, lack of online
learning skills, fear of statistics, etc. (Bailie, 2009; Ewing et al., 2012; Zambo, 2014). All of them have
contributed to the high attrition rates for these programs (Rockinson-Szapkiw, Spaulding, &
Spaulding, 2016). To help these students persist and attain their degrees, we need to know the factors
impacting their satisfaction in learning online, especially in online and blended research courses in this
case.
From a research perspective, this study emphasized the importance of Internet self-efficacy and
statistics anxiety in improving student satisfaction. Since after controlling for gender, ethnicity, and
previous technology experiences, age was associated with self-efficacy negatively and there was only
a significant indirect effect from age to student satisfaction through self-efficacy. How to help the
students in the 50 or over age group to improve their Internet self-efficacy is an important research
topic for the further research.
In the meantime, although the moderated mediation model with the statistics anxiety added as the
moderator was not fully supported by this study, the indirect effect of age on course satisfaction
through Internet self-efficacy is significantly negative among the statistics anxiety group but not
significant among the group without statistics anxiety. That seems to point to the amplifying effect of
statistics anxiety in deepening the gap in the course satisfaction between the two groups through the
mediating effect of Internet self-efficacy. In other words, considering the relatively lower self-efficacy
and higher statistics anxiety among the older group, these two factors are the double threats to the
lower course satisfaction to these students. Therefore, how to help the students in the 50 or over age
group to reduce their statistics anxiety is an important research topic for the further research as well. A
couple of recent studies have illustrated the benefits of supplementary mathematical and statistical
support beyond regular instruction and collaborations to foster a closer student-faculty relationship in
reducing statistics anxiety in math and research courses (Chamberlain, Hillier, & Signoretta, 2015;
Waples, 2016). These strategies could be further tested in research and practices as well.
Further recommendations are also built upon the several limitations of this study. In this study, the
data were collected from one university with 100 plus students. The research courses have relatively
high course satisfaction and self-efficacy scores. Also, the statistics anxiety was measured by the
ranking of the difficulty of the subjects covered in the courses. We would recommend further studies
to replicate the study by utilizing a large sample from multiple doctoral programs with more diverse
self-efficacy and course satisfaction scores and with better measurement of the key variables such as
the statistics anxiety and also include more age groups besides using the age 50 as the cut-off point.
Additionally, since the data were collected at the beginning of the research courses, the students’
Internet self-efficacy, statistics anxiety, and satisfaction could change during or at the end of the
research courses. For example, DeVaney (2010) showed there was a change in the anxiety and
attitudinal levels of online students from the beginning to the end of the course. Therefore, it will be
beneficial to conduct longitudinal studies to track the changes among the variables and further check if
the conceptual model proposed in the study still upholds for the longitudinal data.
In the meantime, we also recommend more studies to focus on online or hybrid research courses and
adult learners in professional doctoral programs in general. As pointed out by the literature review,
this is a largely unexplored area. Besides the recommendation to test the conceptual model proposed in
this study, we also recommend the inclusion of the academic variables proposed in Bean and
Metzner’s (1985) nontraditional student attrition model. The knowledge of the effects of other factors
such as faculty efficacy, student interactions, student engagement on top of the moderated mediation
effect of Internet self-efficacy and statistics anxiety will help us further improve the student
satisfaction and performance in the online or blended research courses and doctoral programs which is
the ultimate goal of this line of research.
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