Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation toward Online Courses

Autor/inn/en	Cole, Andrew William; Nicolini, Kristine M.; Anderson, Christopher; Bunton, Thomas; Cherney, Maura R.; Fisher, Valerie Cronin; Draeger, Richard, Jr.; Featherston, Michelle; Motel, Laura; Peck, Brittnie; Allen, Mike
Titel	Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation toward Online Courses
Quelle	In: Online Learning, 21 (2017) 4, S.245-262 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	College Faculty; Undergraduate Students; Student Motivation; Online Courses; Educational Technology; Technology Uses in Education; Feedback (Response); Teacher Student Relationship; Predictor Variables; Multiple Regression Analysis; Student Attitudes; Interpersonal Communication; Hypothesis Testing; Online Surveys; Statistical Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Fakultät; Schulische Motivation; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Schülerverhalten; Interpersonale Kommunikation; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Faktorenanalyse
Abstract	Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 190 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses. However, perceptions of teaching presence did not predict motivation in the hypothesized direction. These findings support the notion that the online learning environment offers its own unique set of challenges and opportunities, and warrants continued empirical research beyond comparisons to FtF classroom settings. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01