Analysis of Student Perceptions of the Psychosocial Learning Environment in Online and Face-to-face Career and Technical Education Courses PDF Download

Author: Diane L. Carver
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 290

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Author: Michael Simonson
Publisher: IAP
ISBN: 1681234912
Category : Education
Languages : en
Pages : 116

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Book Description
The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Author: Bansal, Rohit
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 307

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Book Description
The shift to virtual education has presented numerous challenges, including maintaining student focus and participation. Traditional methods of instruction often need to catch up in capturing the attention of digital learners, leading to disengagement and reduced learning outcomes. However, there is a solution at hand. AI Algorithms and ChatGPT for Student Engagement in Online Learning offers a comprehensive approach to leveraging artificial intelligence (AI) algorithms and ChatGPT to enhance student engagement in digital classrooms. This book addresses the pressing need for innovative strategies to keep students actively involved in their online learning journey. By harnessing the power of AI algorithms, educators can personalize learning paths to suit individual student needs, ensuring that content is relevant and engaging. Additionally, ChatGPT serves as a virtual assistant, providing students with instant feedback and support, fostering a sense of connection to the learning process.

Author: Charmaine Bissessar
Publisher: Springer Nature
ISBN: 3030765911
Category : Education
Languages : en
Pages : 263

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Book Description
This book exemplifies the challenges and successes of online learning, teaching and leading in times of crises. It helps shed light on the issues facing online and face-to-face practitioners having to cope with the COVID-19 pandemic and continue education within the confines of a specific interface. The volume includes new research and information, which can be built upon in the coming months and years depending on how long the pandemic persists. Therefore, it adds a geometric dimension to the current research on online teaching, learning and leading with emphasis on what can be done during a pandemic. The book is beneficial because it is timely and significant based on current happenings in the world. Its findings contribute to expansive research on online learning, teaching and leading but with a focus on emergency education. The information contained in the book is significant to different regions in the world such as the Caribbean, UK, USA, Greece, Mauritius inter alia. The book is of interest to teachers, students, parents, leaders and anyone who wants to adopt online education.

Author: Mary Jo Garcia Biggs
Publisher:
ISBN:
Category :
Languages : en
Pages : 6

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Book Description
This article reports the results of a project that examined student perceptions of the psychosocial learning environment in a distance education classroom. The study utilized a survey instrument, Distance Education Learning Environments Survey (DELES) that was distributed as a pre-test/post-test to three sections of the same course taught in three distinct formats: traditional classroom instruction, distance learning, and hybrid (partially on-line/partially face-to-face). The DELES survey is a web-based tool specifically designed to assess the learning environment using a standardized, validated instrument. At the beginning of the project, the DELES-Preferred was administered to the three pilot groups. It measures the perception of the "actual" environment, perceptions of the preferred environment, or the "ideal" learning environment of the students. In addition, a brief overview of the DELES instrument is described as well as the implications of the research project findings. Project results, based on the DELES administration, indicate that "Instructor Support" was rated highest by the students enrolled in the course taught in the traditional manner (4.68 mean) closely followed by the Hybrid course (4.66 mean) while the course taught totally at a distance averaged a 3.62 mean. However, "Student Interaction and Collaboration" averaged higher scores in the course taught in the Hybrid manner (4.23) followed by the traditional course (3.97) and then the distance course (3.12). Specific scales of "Personal Relevance," "Authentic Learning," "Active Learning," "Student Autonomy" and "Satisfaction" (scale of affect) are further addressed in the article.

Author: Kim Riordan
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 246

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Book Description
In classrooms, one key to enhancing teaching effectiveness is positive social-emotional environments. Using a validated survey instrument developed for face-to-face classroom settings, the College and University Classroom Environment Inventory (CUCAI), this quantitative study examined the question of whether this key enhancement applies to virtual environments as well as face-to-face classrooms. The survey was administered to graduate and undergraduate students in online courses to ascertain if there was a difference between graduate and undergraduate students' perceptions. The analysis also examined one further variable: whether or not the instructors of these courses had been previously mentored or taught to teach online. Using the CUCAI survey instrument, the study examined the variables within seven psycho-social domains, including (a) personalization, (b) involvement, (c) student cohesiveness, (d) satisfaction, (e) task orientation, (f) innovation, and (g) individualization. Of the seven social-emotional domains within the survey instrument, a stronger relationship was suggested among three domains: innovation, task orientation, and cohesiveness. The results of the study suggest that positive student perception of virtual classroom environment is not dependent on instructors having completed formal training to teach online. Furthermore, students in graduate online courses (defined as adults) perceived their online environments more positively than did students (emerging adults) in undergraduate online courses.

Author: Veronica A. Thurmond
Publisher: Universal-Publishers
ISBN: 1581121814
Category : Computers
Languages : en
Pages : 250

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Book Description
Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.

Author: Michelle A. Hale
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 103

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Book Description
The purpose of this study was to compare the psychosocial learning environments of fully online courses with blended courses. The goal was to explore the differences between the development of the three presences in the Community of Inquiry (CoI) theoretical framework (social, teaching, and cognitive) in the two delivery formats. The CoI framework consists of teaching, social, and cognitive presence, as well as the confluence of the three. The framework places an emphasis on collaboration and critical thinking. As such, it presents a well-defined model for measuring psychosocial learning environments, particularly in online and blended educational settings (Garrison & Anderson, 2003; Garrison & Vaughan, 2008). While online learning is any form of learning and/or teaching that takes place via computer network, blended learning is a course that combines face-to-face instruction with a significant amount of online instruction. Online learning may take place synchronously or asynchronously, and typically has no face-to-face meetings. The inclusion of online learning in a blended course significantly reduces the time spent in classroom instruction (Bielawski & Metcalf, 2003; Lim, Morris, & Kupritz, 2007; Osguthorpe & Graham, 2003; Thorne, 2003). The development of a positive psychosocial education environment was considered from a quantitative perspective, within the Community of Inquiry theoretical framework. Undergraduate courses offered in the College of Education at a southeastern United States research university were the context of the study. In order to quantitatively consider research specific to the CoI framework, data were gathered via an online anonymous survey using the Community of Inquiry survey instrument. The findings revealed that there was no significant difference in the development of a community of inquiry as a whole, or in the development of teaching presence or cognitive presence with regard to the two delivery formats. Conversely, there was a statistical significance in the development of social presence between the two. The students in the blended courses felt the development of social presence more successfully than the students in the fully online courses. Specifically, the difference in the affective expression subscale within social presence was especially significant between the two delivery methods.

Author: María Gabriela Di Gesú
Publisher: Springer Nature
ISBN: 3030631575
Category : Education
Languages : en
Pages : 224

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Book Description
This book opens up a fruitful conversation by and between invited academics from Europe and Latin America on the features of online learning in higher education. The authors analyse online education from interdisciplinary theoretical and empirical reflections to reveal the existing tensions and turning this book into a valuable artifact on how learning is shaped when technology comes in-between diverse geographical and social contexts. Like any other human activity, e-learning can be seen as a context-dependent educational system with many objects in mutual interaction. Applying a cultural psychology perspective to this provides new answers to questions such as: How can cultural psychology shed new light on online learning? Why do students and academics still opt for classic classes? What inner boundaries are pushed when studying online? How can online learning be influenced by affect? How do teachers and students mold their identities when they move in and out of online environments? This book reveals the existing tensions, resistances and appropriation strategies that students and academics from diverse backgrounds and places go through when attending online learning courses in higher education and furthermore shows how these theoretical frameworks can be successfully applied to practice.

Author: Julieta A. Araño-Ocuaman
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 148

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Book Description
The purpose of this study was to examine the efficacy of traditional and blended (partially online and partially face-to-face) course delivery methods. This study further examined the impact of using technology to improve student learning by providing meaningful learning in the areas of content delivery, communication and collaboration, evaluation and feedback, and personal learning experiences. Non-traditional students enrolled in an elementary statistics course either delivered as a traditional course or a blended course participated in the study. It was hypothesized that students enrolled in the blended course would perform better and prefer this method of delivery compared to students enrolled in the traditional course. Student knowledge was assessed by test grades, course grades, and post-tests. Analysis of the first two indicators did not support the hypothesis that students in the blended course delivery would perform better than students enrolled in the traditional course delivery method. Contrary to the hypothesis, students in the face-to-face course scored higher in the post-test compared to the students in the blended course. These contradictory results may suggest that the differences in teaching strategies and/or the use of technology have not resulted in a significant change or improvement in the performance of students. Past experience, familiarity with instructional format and types of assessment used may be considerations in the findings obtained. Student perceptions were also measured. Results indicated that students in the blended course were more satisfied with using technology to facilitate and help them improve their learning than students in the traditional course. Students in the blended course had more positives perceptions of their learning experiences than students in the traditional course in the following areas: (a) accessibility and availability of course materials; (b) use of web-based or electronic tools for communication and collaboration; (c) assessment and evaluation; and (d) student learning experiences with real-life applications. The perception of the majority of the students in both courses indicated a positive view of technology use in the classroom. The findings further suggest that student participants would choose blended course delivery as an alternative to face-to-face instruction. Both course delivery methods emerged as enhancing the students' appreciation of the integration of technology and recognizing the role of the teacher as the expert in the classroom, engaging students in meaningful learning. In spite of the emergence of technology in the classroom, the value of traditional instruction was indicated.