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Relationships between students' and instructional variables with satisfaction and learning from a Web-based course

The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course act...

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Main Author: Hong, Kian Sam
Format: Article
Language:English
Published: Elsevier 2002
Subjects:
H Social Sciences (General)
Online Access:http://ir.unimas.my/id/eprint/17678/1/Relationships.pdf
http://ir.unimas.my/id/eprint/17678/
http://www.sciencedirect.com/science/article/pii/S1096751602001057
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spelling my.unimas.ir.176782022-01-19T03:18:15Z http://ir.unimas.my/id/eprint/17678/ Relationships between students' and instructional variables with satisfaction and learning from a Web-based course Hong, Kian Sam H Social Sciences (General) The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences. Elsevier 2002 Article PeerReviewed text en http://ir.unimas.my/id/eprint/17678/1/Relationships.pdf Hong, Kian Sam (2002) Relationships between students' and instructional variables with satisfaction and learning from a Web-based course. The Internet and Higher Education, 5 (3). pp. 267-281. ISSN 1096-7516 http://www.sciencedirect.com/science/article/pii/S1096751602001057 doi : 10.1016/S1096-7516(02)00105-7
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic H Social Sciences (General)
spellingShingle H Social Sciences (General)
Hong, Kian Sam
Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
description The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences.
format Article
author Hong, Kian Sam
author_facet Hong, Kian Sam
author_sort Hong, Kian Sam
title Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
title_short Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
title_full Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
title_fullStr Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
title_full_unstemmed Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
title_sort relationships between students' and instructional variables with satisfaction and learning from a web-based course
publisher Elsevier
publishDate 2002
url http://ir.unimas.my/id/eprint/17678/1/Relationships.pdf
http://ir.unimas.my/id/eprint/17678/
http://www.sciencedirect.com/science/article/pii/S1096751602001057
_version_ 1724078500087857152
score 13.211869

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