Predictors of Learning Satisfaction in Japanese Online Distance Learners

Autor/inn/en	Bray, Eric; Aoki, Kumiko; Dlugosh, Larry
Titel	Predictors of Learning Satisfaction in Japanese Online Distance Learners
Quelle	In: International Review of Research in Open and Distance Learning, 9 (2008) 3, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Distance Education; Prior Learning; Interpersonal Relationship; Interaction; Foreign Countries; Educational Technology; Student Attitudes; College Students; Online Courses; Attitude Measures; Internet; Satisfaction; Teacher Student Relationship; Personal Autonomy; Computer Literacy; Social Influences; Japan + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Vorkenntnisse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Ausland; Unterrichtsmedien; Schülerverhalten; Collegestudent; Online course; Online-Kurs; Zufriedenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Computerkenntnisse; Sozialer Einfluss
Abstract	Japanese distance education has been slow to utilize the Internet, and mainly depends on the mail system and, to a lesser extent, television broadcasting as its mode of delivery. Since 2001, however, regulations have been relaxed to allow students to complete all course requirements for a university degree via online distance learning. This paper reports the results of a questionnaire study administered to the students (N = 424) enrolled in one of Japan's few online distance universities. Satisfaction with learning was explored by examining students' opinions and learning preferences in regard to five aspects of distance learning identified as important: (1) learner-teacher interaction, (2) learner-content interaction, (3) learner-learner interaction, (4) learner-interface interaction, and (5) student autonomy. In addition, the analysis included students' responses to three open-ended questions. Results indicate that students were generally satisfied with their learning, and that, specifically, learning satisfaction was higher for students who: (1) could persevere in the face of distance learning challenges, (2) found computers easy to use, (3) found it easy to interact with instructors, and (4) did not prefer social interaction with others when learning. (Contains 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10