Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement
Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement
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DOI：
10.1016/j.compedu.2014.12.013
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发表时间：
2015-04-01
影响因子：
12
通讯作者：
Chou, Chien
中科院分区：
文献类型：
--
作者：
Wei, Huei-Chuan;Peng, Hsinyi;Chou, Chien
本研究旨在调查互动如何影响学习者使用课程管理系统中的互动功能，以及他们的在线学习成绩。提出了一个两级调解框架，以考察不同实际使用记录对合作医疗互动功能的调解效果。数据来自台湾三所大学的381名本科生，他们报名参加了一门通识教育异步在线课程。结果表明，学生自我报告的互动功能使用、学生对互动功能有用性的认知、学生的实际使用日志之间的关系对学生的在线学习成绩(在线讨论分数、考试分数和小组项目分数)有直接影响。此外，学生的实际使用日志(登录在线课程的次数、学生阅读学习材料的次数、在讨论板上发帖的次数)对学生自报登录CMS的频率、学生自报的使用学习者-教师/学习者交互功能的频率以及在线学习表现具有中介作用。研究结果和影响可为教育从业者和设计者提供有用的指导，帮助他们将互动性有效地融入未来的在线课程。(C)2015爱思唯尔有限公司。保留所有权利。
This study aims to investigate how interactivity influence learners' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS's interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students' self-reported use of interactive functions, students' perceptions of the usefulness of interactive functions, and students' actual-use logs have some direct influences on students' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students' self-reported frequency of logging into the CMS, students' self-reported frequency of using the learner-instructor/learner-learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses. (C) 2015 Elsevier Ltd. All rights reserved.