A Study of the Relationship between College-level Online Learners’ Readiness and Learning Performance
博士 === 國立交通大學 === 教育研究所 === 100 === The objective of this study was to examine the relationship between online learners’ readiness and learning performance. We investigated the following research questions: 1. Gender issues: 1.1. Does the Online Learner Readiness Scale (OLRS) hold measurement in...
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| Format: | Others |
| Language: | zh-TW |
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2012
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| Online Access: | http://ndltd.ncl.edu.tw/handle/56091140939105143802 |
| Summary: | 博士 === 國立交通大學 === 教育研究所 === 100 === The objective of this study was to examine the relationship between online learners’ readiness and learning performance. We investigated the following research questions:
1. Gender issues:
1.1. Does the Online Learner Readiness Scale (OLRS) hold measurement invariance properties between gender groups?
1.2. Are there any gender differences in the dimensions of the OLRS by means of latent mean analysis (LMA)?
2. Is there a significant difference between students’ readiness scores in the middle of the semester and scores in the final of the semester?
3. Does online learners’ readiness have a positive impact on their learning performance?
4. Does online learners’ online communication self-efficacy have a positive impact on their learning performance in asynchronous discussion (as measured by online discussion grade?)
5. Do online learners’ readiness factors predict their decision about taking online course again in the future?
Participants were college level students participating in online courses, Internet Literacy and Ethics. The Online Learner Readiness Scale (OLRS) was the instrument used in this study. Learning performance was measured by group project, asynchronous discussion performance, and midterm/ final exam.
This study utilized multi-group invariance analysis in order to assess the measurement and structural invariance. A paired sample t-test was conducted to answer the second research question. SEM was conducted to answer the question 3 and 4. A binary logistic regression analysis was conducted to answer the last question.
Analysis shows that the OLRS exhibits adequate cross-gender equivalence. The scores of learner control and motivation for learning were higher in the midterm than those at the end of the semester. The score of communication self-efficacy was lower in the midterm than that in the final. Student readiness was not a powerful construct in explaining learning performance and online communication self-efficacy did not influence asynchronous discussion performance. Online communication self-efficacy and motivation for learning were statistically significant predictors of learners’ willingness to take online course again in the future.
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