A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

Autor/inn/en	Yen, Cherng-Jyh; Abdous, M'hammed
Titel	A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes
Quelle	In: International Journal of Distance Education Technologies, 9 (2011) 4, S.57-70 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
Schlagwörter	Learner Engagement; Blended Learning; Distance Education; Educational Technology; Telecommunications; Conventional Instruction; Outcomes of Education; Predictive Measurement; Electronic Learning; Synchronous Communication; Computer Assisted Instruction; Video Technology; Student Surveys; Comparative Analysis; College Students; Student Attitudes; Predictor Variables; Correlation; Arizona; Virginia; Washington + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Telekommunikationstechnik; Lernleistung; Schulerfolg; Computer based training; Computerunterstützter Unterricht; Schülerbefragung; Collegestudent; Schülerverhalten; Prädiktor; Korrelation
Abstract	The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty's presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006). (Contains 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10