Student Interaction and the Role of the Teacher in a State Virtual High School: What Predicts Online Learning Satisfaction?

Autor/inn/en	Zhang, Yining; Lin, Chin-Hsi
Titel	Student Interaction and the Role of the Teacher in a State Virtual High School: What Predicts Online Learning Satisfaction?
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 1, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Yining) ORCID (Lin, Chin-Hsi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2019.1694061
Schlagwörter	Computer Simulation; High School Teachers; Educational Quality; High School Students; Second Language Learning; Second Language Instruction; Online Courses; Course Content; Teaching Methods; Learning Processes; Teacher Role; Language Teachers; Teacher Attitudes; Student Attitudes; Prediction; Teacher Student Relationship; Peer Relationship; Chinese; French; German; Japanese; Spanish; Latin + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Student; Students; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerrolle; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Vorhersage; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; China; Chinesen; Französisch; Deutscher; Japaner; Japanisch; Spanisch; Latein
Abstract	As online K-12 education continues to expand, concerns about its quality have taken centre stage. This study utilised online learning satisfaction as an outcome indicator for the success of online learning, and investigated student- and teacher-level factors that affected it among 226 high school students taking online world language courses from 15 teachers at a Midwestern virtual school in the US. Hierarchical linear modelling revealed that, at the student level, learner-content interaction was the only significant predictor of satisfaction; while at the teacher level, satisfaction was positively and significantly correlated with teachers' adoption of pedagogical roles, but negatively predicted by their adoption of managerial ones. The findings particularly highlight the importance of content-based teaching and learning in the context of K-12 world language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01