Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses
Andrew Cole, Christopher Anderson, Thomas Bunton, Maura Cherney, Valerie Cronin Fisher, Draeger, Michelle Featherston, Laura Motel, Kristine Nicolini, Brittnie Peck, Mike Allen
Online Learning Journal Volume 21, Number 4, ISSN 2472-5730
As debates over the value and effectiveness of online courses continue, more research is needed to assist in identifying predictors of positive student outcomes in online courses. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 170 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses.
Cole, A., Anderson, C., Bunton, T., Cherney, M., Cronin Fisher, V., Draeger, Featherston, M., Motel, L., Nicolini, K., Peck, B. & Allen, M. (2017). Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses. Online Learning Journal, 21(4),.
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