Distance Education Volume 25, Number 1, ISSN 0158-7919
The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38-item questionnaire was developed and administered to 167 students who were about to embark on an online course. Factor analysis indicated a four-factor solution, interpreted as “general beliefs about DE,” “confidence in prerequisite skills,” “self-direction and initiative” and “desire for interaction.” Using multiple regression we found that two of these factors predicted achievement performance (i.e., Cumulative Course Grade). Comparisons of pretest and posttest administrations of the questionnaire revealed that some changes in opinion occurred between the beginning and the end of the course. Also, categories of demographic characteristics were compared on the four factors. The overall results suggest that this instrument has some predictive validity in terms of achievement, but that Cumulative Grade Point Average (i.e., the university's record of overall achievement) is a much better predictor.
Bernard, R.M., Brauer, A., Abrami, P.C. & Surkes, M. (2004). The Development of a Questionnaire for Predicting Online Learning Achievement. Distance Education, 25(1), 31-47. Retrieved February 17, 2019 from https://www.learntechlib.org/p/98466/.
Michael Ward, Gary Peters & Kyna Shelley, The University of Southern Mississippi
The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 57–77
Patricia McGee, Erin Valdes & Danica Bullis, The University of Texas at San Antonio, United States
International Journal on E-Learning Vol. 15, No. 2 (May 2016) pp. 215–241
Melissa Miszkiewicz, SUNY College at Buffalo, United States; Christine Kroll, SUNY Buffalo, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1356–1363
Tracie Ortiz & Hana Omar, UH Manoa, United States
Global Learn 2010 (May 17, 2010) pp. 3910–3913
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