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Examining Student Perception of Readiness for Online Learning: Importance and Confidence
Online Learning Pub Date : 2020-06-01 , DOI: 10.24059/olj.v24i2.2053
Florence Martin , Brandy Stamper , Claudia Flowers

The last two decades have seen a steady increase in the number of online courses in higher education. This survey-based study examines student readiness for online learning in 2018, through the dimensions of importance and confidence as measures of readiness. An instrument with four subscales of competencies (online student attributes, time management, communication, and technical) that measures student readiness for online learning (SROL) was developed. Reliability of student responses to an online readiness instrument and factors related to student perception are examined. Descriptive statistics and item level means for the competencies are provided. Two repeated measures ANOVAs with one-within subject factor (four subscales for importance and competency) were conducted. Online student attributes, time management, and technical competencies were rated high for importance compared to communication competencies. Students were confident in online student attributes and technical competencies compared to time management and communication. Data was also analyzed based on demographic differences. MANOVA showed significant differences based on the race (white and non-white) of the students and course format (asynchronous, synchronous, and blended) on their perceptions of online learning competencies.

中文翻译:

检查学生对在线学习准备程度的感知:重要性和自信心

在过去的二十年中,高等教育的在线课程数量稳步增长。这项基于调查的研究通过重要性和自信心作为衡量就绪程度的指标,研究了学生在2018年的在线学习准备情况。开发了一种具有四项能力量表(在线学生属性,时间管理,沟通和技术)的仪器,用于衡量学生的在线学习准备程度(SROL)。检查学生对在线准备工具的反应的可靠性以及与学生感知有关的因素。提供了能力的描述性统计信息和项目级别的手段。进行了两次重复测量的方差分析,其主题因素均在一个以内(重要性和能力的四个子量表)。在线学生属性,时间管理,与沟通能力相比,技术能力的重要性被评为高。与时间管理和沟通相比,学生对在线学生的属性和技术能力充满信心。还根据人口统计学差异分析数据。MANOVA根据学生的种族(白人和非白人)和他们对在线学习能力的看法(异步,同步和混合)课程格式显示出显着差异。
更新日期:2020-06-01
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