A Grounded Theory Study of the Psychological Distance in Online Education

Autor/inn/en	Zhang, Ling; Ye, Jiang; Wang, Jing-xuan
Titel	A Grounded Theory Study of the Psychological Distance in Online Education
Quelle	In: Educational Technology & Society, 25 (2022) 3, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Online Courses; Grounded Theory; Individual Differences; Educational Change; Psychological Patterns; Self Concept; Self Efficacy; Teaching Methods; Networks; Student Attitudes; Teacher Student Relationship; Distance Education; High School Students; Graduate Students; Undergraduate Students; Foreign Countries; Educational Experience; COVID-19; Pandemics; China + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Individueller Unterschied; Bildungsreform; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Distance study; Distance learning; Fernunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Bildungserfahrung
Abstract	In educational reform, people actively promote educational innovation by applying intelligent technology. As the main participants in education, people experience a series of psychological and cognitive changes in the teaching process. This autonomy and uncertainty will directly affect the effect of network teaching. Due to the variability in the characteristics of individuals, following the psychological perception and subjective value of people and optimizing the development of wisdom education with a reasonable technical cognitive attitude have become a focus. This study uses the grounded theory method to conduct in-depth interviews and questionnaire surveys on 330 e-learners and extracts 400 codes, 38 concepts, 9 categories and 4 core categories. This paper reconstructs the theoretical model of psychological distance in the network education process and identifies four new dimensions: cost distance, initiative distance, control distance and interaction distance. In addition, the four dimensions reflect four core value needs of learners for online education: convenience, self-efficacy, self-identity and binding force. The paper provides a good theoretical basis to improve the user experience and satisfaction in online education and optimize the level of intelligent education. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01