The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions
Yu-Chun Kuo, Utah State University, United States ; Yu-Tung Kuo, National Chiao Tung University, Taiwan ; Andrew Walker, Utah State University, United States
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
Interaction has been recognized as an important factor which influences student satisfaction in distance learning environments. Internet self-efficacy, which refers to one’s belief in performing Internet related actions, was assumed to be a factor which might have an impact on the satisfaction of online learners since online courses require learners to possess a certain level of Internet-using skills to successfully complete online courses. This study intended to investigate student perceptions of interactions with their instructor and fellow students, Internet self-efficacy, and satisfaction in two synchronous sessions offered through the use of Interwise web-based conferencing tools. The results revealed that learner-learner and learner-instructor interactions were significant predictors of student satisfaction while Internet self-efficacy was not significantly contributing to satisfaction.
Kuo, Y.C., Kuo, Y.T. & Walker, A. (2010). The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 4242-4246). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
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