Is Distance Education Fun? The Implications of Undergraduates' Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning

Autor/inn/en	Sheehy, Kieron; Mclanachan, Abigail; Okada, Ale; Tatlow-Golden, Mimi; Harrison, Stephen
Titel	Is Distance Education Fun? The Implications of Undergraduates' Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning
Quelle	In: Athens Journal of Education, 10 (2023) 2, S.213-231 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Student Attitudes; Beliefs; Undergraduate Students; Epistemology; COVID-19; Distance Education; Foreign Countries; Open Universities; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Erkenntnistheorie; Distance study; Distance learning; Fernunterricht; Ausland; Offene Universität; Großbritannien
Abstract	The epistemological beliefs of students are an important area for higher education research. This paper firstly reports on a research review concerning the impact of epistemological beliefs on academic outcomes. This review indicates that students' epistemological beliefs are an influence on their engagement with learning and academic success, and that educators should consider them in developing learning experiences. This issue became particularly pertinent in the context of a global pandemic that necessitated an international trend in moving to online distance education, where student disengagement is more likely to occur. However, research into distance education students' epistemological beliefs emerged as an under-researched field. Consequently, an empirical questionnaire study was conducted with data collected from 550 distance education students. A principal component analysis indicated that particular epistemological beliefs were significantly associated with students' enjoyment of studying online. Their beliefs regarding the role of fun in online learning materials and activities are discussed, and the usefulness of considering fun and epistemological beliefs as factors within distance learning in higher education is highlighted. [Note: The page range (213-232) shown on the PDF is incorrect. The correct page range is 213-231.] (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01