Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms
ARTICLE
Gayle E. Mullen, Mary K. Tallent-Runnels
Internet and Higher Education Volume 9, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes.
Citation
Mullen, G.E. & Tallent-Runnels, M.K. (2006). Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms. Internet and Higher Education, 9(4), 257-266. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/102624/.
This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2006.08.005Keywords
Cited By
View References & Citations Map-
Overcoming Students’ Frustration in Adopting a New Approach to Learning in Online Learning Environments: A Case Study in Higher Education
Mihyun Han, University of Connecticut, United States; Beomkyu Choi, Grand Valley State University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 165–170
-
Online Learning in Pre-Service Teacher Education: A Comparison of Student Progress in a Traditional and Online Development and Learning Theory Course
Amanda Hurlbut, Texas Woman's University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1277–1282
-
Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
Moon-Heum Cho, Sungkyunkwan University; YoonJung Cho, Sungshin Women's University
The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)
-
Identifying Training Needs of Novice Online English Language Tutors
Carolina Rodriguez Buitrago
GIST Education and Learning Research Journal Vol. 7 (November 2013) pp. 134–153
-
Exploring learner to content interaction as a success factor in online courses
Tekeisha Zimmerman, The University of North Texas
The International Review of Research in Open and Distributed Learning Vol. 13, No. 4 (Sep 12, 2012) pp. 152–165
-
Reconsidering Student Support: Student Perception of Support and Learning Outcomes
Sang Joon Lee, Sandhya Srinivasan, Trudian Trail, David Lewis & Samantha Lopez, University of South Florida, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 549–553
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.