ABSTRACT

The purpose of the study was to examine the impacts of course activities on student perceptions of engagement and learning in online courses. Using eight interactive course activities as indicators of course interactivity, we conducted a latent profile analysis to cluster students into different groups. Based on students’ perceptions, we observed three distinct groups of instructional contexts: (a) courses with low student-student but high student-instructor interactions (Low S-S but High S-I Interactions; 25.3%), (b) courses that mainly utilize group discussions (Group Discussion Focused; 20.2%), and (c) courses with high student-student and high student-instructor interactions (High S-S and S-I Interactions; 54.4%). Students’ perceptions of engagement and learning outcomes varied across groups. Notably, students in the highly interactive courses (High S-S and S-I Interactions) reported the most favorable perceptions of engagement and learning outcomes, compared to students in the other two groups. Implications for instruction professionals and future research directions are discussed.

摘要

这项研究的目的是研究课程活动对学生对在线课程的参与度和学习感的影响。我们使用八种互动式课程活动作为课程互动性的指标，我们进行了潜在的概况分析，将学生分为不同的群体。根据学生的看法，我们观察到三组不同的教学情境：（a）学生与学生互动少但师生互动度高的课程（低SS但高SI互动度； 25.3％），（b）主要利用组的课程讨论（以小组讨论为重点；占20.2％），以及（c）具有高学生与学生互动的课程（高SS和SI互动； 54.4％）。学生对参与度和学习成果的看法在各组中各不相同。尤其，与其他两组学生相比，参加高度互动课程（高SS和SI互动）的学生对参与度和学习成果的看法最为满意。讨论对指导专业人员的影响和未来的研究方向。