Relationships among College Learners’ Online Learning Perceptions, Learning Behaviors, Learning Achievements, and Course Satisfaction in the Online and Blended Learning Delivery Modes: A Self-Determination Theory Perspective on Online Learning Perceptions

• Main Authors: Wei, Huei-Chuan, 魏彗娟
• Other Authors: Chou, Chien
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/39537438343396033738

博士 === 國立交通大學 === 教育研究所 === 105 === With the rapid development of network and communication technologies, various innovative instructional delivery methods have provided learning solutions meeting the diverse needs of instructors and learners in higher education. In particular, the concept of learner-centered has been more important than traditional instructor-centered in online synchronous and asynchronous learning environments. Therefore, more and more higher education institutions are starting to provide web-based courses or at least add asynchronous or synchronous components to complement classroom-based courses such as online learning and blended learning. In addition, researchers have focused on the issues of online learning perceptions in different learning delivery modes. Previous studies have concluded that learners’ perceptions toward online learning is a key factor that influences learners’ achievement or satisfaction. However, little research has explored the differences of learners’ online learning perceptions through particular learning delivery modes, that is, in online learning or blended learning, and the relationships among online learning perceptions, learning behaviors, learning achievements, and overall course satisfaction in the online learning delivery mode and in the blended learning delivery mode. Furthermore, the concepts of online learning perceptions are complex and varied with dynamic learning contexts. Past studies have usually focused on the features of online learning (e.g., flexibility, adaptability, convenience, interaction) and viewed these features to be factors of online learning perceptions. Little research has focused on personal intrinsic motivation or individuals’ needs for taking courses designed with respectively online learning or blended learning modes. In order to better understand college learners’ perceptions and personal motivational factors toward online learning, the current study applied the self-determination theory (SDT) as a theoretical framework for online learning perceptions to measure learners’ online learning perceptions of the online mode and of the blended mode. In response to these issues mentioned above, the objective of this study was to examine the relationships among college learners’ online learning perceptions (based on the SDT), learning behaviors, learning achievements in the online mode and in the blended mode, respectively, and overall course satisfaction. This study investigated the following research questions: 1. Is there a significant difference between college learners’ online learning perceptions (as measured by the SDT-based Online Learning Perceptions Scale) of the online mode and of the blended mode? 2. What are the relationships among college learners’ online learning perceptions, learning behaviors (as measured by the number of postings on the discussion board and by the times of viewing the learning materials), and learning achievements (online-discussion score, first-exam score) in the online learning delivery mode? 3. What are the relationships among college learners’ online learning perceptions, learning behaviors (as measured by the number of postings on the discussion board and by the times of viewing the learning materials), and learning achievements (online-discussion score, second-exam score, in-class participation score) in the blended learning delivery mode? 4. What is the relationship between college learners’ online learning perceptions of the online and the blended learning delivery modes and overall course satisfaction? Two hundred and thirty-three college level students enrolled in a NCTU general-education undergraduate course named Internet Literacy and Ethics in the online learning mode as well as the blended learning mode participated in this investigation. The SDT-based Online Learning Perceptions Scale (SDT-based OLPS or OLPS) and Overall Course Satisfaction Scale (OCSS) were the instruments used in this study. Learning achievements were measured by online-discussion score, first-exam score, second-exam score, and in-class participation score. This study utilized confirmatory factor analysis (CFA) in order to clarify and confirm the structures of OLPS and OCSS. A paired-samples t-test was conducted to answer the research question 1. The structural equation modeling (SEM) was conducted to answer the research question 2, 3, and 4. Analysis showed that the scores of learning needs and interaction of online learning perceptions were higher in the blended mode than those in the online mode. The score of personal learning enjoyment of online learning perceptions was higher in the online mode than in the blended mode. In the online learning delivery mode, the dimension of personal learning preference and learning behaviors (as measured by the number of postings on the discussion board and by the times of viewing the learning materials) were statistically significant predictors of learners’ online-discussion score. The times of viewing the learning materials also was a statistically significant predictor of learners’ first-exam score. In the blended learning delivery mode, learners’ online learning perceptions did not influence their learning behaviors (as measured by the number of postings on the discussion board and by the times of viewing the learning materials) and learning achievements (as measured by online-discussion score, second-exam score, and in-class participation score). The number of postings on the discussion board and the times of viewing the learning materials were statistically significant predictors of learners’ online-discussion score, second-exam score, and in-class participation score. Moreover, the dimension of flexibility of online learning perceptions of the online mode and the dimensions of learning needs and personal learning preference of online learning perceptions of the blended mode were statistically significant predictors of learners’ overall course satisfaction. This study provided some considerations for academics and practitioners to better design online courses and blended courses and guide to students to a more fruitful learning experience in both the online learning delivery mode and blended learning delivery mode.