Direct and indirect effects of online learning on distance education

指導教授指導教授 : : 陳 明 溥陳 明 溥研 究 生研 究 生 : : 許 良 村 許 良 村

Shin, N. & Chan, K.Y.(2004).Direct and indirect effects of online learning on distance education. British Journal of Educational Technology, 35(3).275-288.

Introduction Introduction Lu et al's (2000) - a purposeful use of the Internet for the course should be conte

mplated on the part of students rather than merely spending more time on it.

Ahern and Repman (1994)Ahern and Repman (1994) - interface design could affect students' participation in online a- interface design could affect students' participation in online a

ctivities ctivities - - a graphic interface were compared to a text-based mode of as

ynchronous computer-mediated communication, the former group generated significantly more messages than the latter group

the group of students who had graphic organisers on the screen was more active in visiting the site, and addressed more.

Woods and Keele’s (2001) Woods and Keele’s (2001) HypothesisingHypothesising that the use of that the use of audio messagesaudio messages, as a supplement , as a supplement

to text-based communication, to text-based communication, can enhance studentcan enhance student participatioparticipationn in online discussion, in online discussion, the result did not support.the result did not support.

Barrett and Lally (1999) :Barrett and Lally (1999) :gendergender - men sent more messages than women- men sent more messages than women - men wrote twice as much as women - men wrote twice as much as women - men made more socio-emotional contributions than women.- men made more socio-emotional contributions than women. - women’s contributions were geared towards more interactive - women’s contributions were geared towards more interactive

messages than those from men. messages than those from men. Carswell et al's (2000) Carswell et al's (2000) students' final grades are students' final grades are no significantno significant difference exists betwee difference exists betwee

n the student group in an the student group in a conventional conventional instruction and instruction and online online insinstruction.truction.

Theoretical framework Theoretical framework Hypotheses: 1. direct positive relationship between students' engagement in o

nline learning and learning outcomes - online learning would enhance distance learning by giving stu

dents more opportunities to interact with teachers or peer students

- by providing increased access to information available on the Web.

2. given the OUHK’s integrated approach - course delivery - the provision of student support - administrative services via the World Wide Web

Research questions Research questions 1. Is a distance student's engagement in online learning r

elated to (a) learning outcomes, (b) satisfaction with distance learning experience at the institution, and (c) intent-to-persist with distance learning in future?

2. Is a distance student's involvement in online learning related to his/her perception of institutional presence?

3. Is a distance student's perception of institutional presence related to(a) learning outcomes, (b) satisfaction with their distance learning experience at the institution, and (c) intent-to-persist with distance learning?

Engagement in the OLE was measured by the frequency of a student's log-in to the course site per week.

Institutional presence was defined as the degree to which a distance student perceives the availability of support services in the institution while feeling connected to the institution, and was measured with nine items.

Learning outcomes were defined as what individual students perceived as gains from taking an OLE course.

Satisfaction was defined as the degree to which individual students sensed a positive association between the courses they have taken and overall distance learning experiences.

Intent-to-persist was defined as the estimated likelihood of one’s continued enrollment at an educational institution

Study participants Study participants

Data analysis Data analysis

Findings Findings

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Discussions and implications Discussions and implications confirmed the assumption that students in compulsory OLE co

urses are generally more active users than students in an optional mode of the OLE.

no significant differences between undergraduate and graduate students in web-related behaviours such as log-in frequency, average time spent per visit, and self-evaluation of level of activity in using the OLE as well as level of Internet skill.