An Exploratory Study of Adult Learners' Perceptions of Online Learning: Minority Students in Continuing Education

Autor/inn/en	Kuo, Yu-Chun; Belland, Brian R.
Titel	An Exploratory Study of Adult Learners' Perceptions of Online Learning: Minority Students in Continuing Education
Quelle	In: Educational Technology Research and Development, 64 (2016) 4, S.661-680 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9442-9
Schlagwörter	Adult Learning; Adult Students; Student Attitudes; Electronic Learning; Minority Group Students; African American Students; Continuing Education; Online Courses; Student Satisfaction; Academic Achievement; Undergraduate Study; Predictor Variables; Self Efficacy; Interaction; Teacher Student Ratio; Sex; Age; Time on Task; Peer Relationship; Computer Mediated Communication; Outcomes of Education + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; African Americans; Afroamerikaner; Weiterbildung; Online course; Online-Kurs; Schulleistung; Grundstudium; Prädiktor; Self-efficacy; Selbstwirksamkeit; Interaktion; Lehrer-Schüler-Relation; Geschlecht; Geschlechtsverkehr; Alter; Lebensalter; Zeitaufwand; Peer-Beziehungen; Computerkonferenz; Lernleistung; Schulerfolg
Abstract	The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction was explored. Participants were 167 minority students enrolled in six online undergraduate-level courses from a university in the southeastern United States. The majority of the students were African-American working adults. Results indicated that learner-content interaction and learner-instructor interaction were significant predictors for student satisfaction in online settings in which group activities were not provided. Internet self-efficacy was positively associated with three types of interaction. Student satisfaction was positively related to student performance. Learner-instructor interaction was influenced the most by student background variables (gender, age, hours spent online), and learner-learner interaction by course-related variables (course length, course type, and the number of discussion forums). While it had the strongest influence on student satisfaction, learner-content interaction was not affected by student- or course-related variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01