A Study of Students' Perceived Learning in a Web-based Online Environment

The purpose of this study was to find what factors were associated with students' perceptions of learning in online courses. Survey data were collected from students enrolled in 78 courses offered through the SUNY (State University of New York) Learning Network in the fall of 1997. Correlation and multiple regression analyses were employed. The dependent variable was students' perceived learning that was correlated with the following 11 independent variables: instructor-student interaction; instructor-student communication; instructor evaluation; instructor responses; student-student interaction; student-student communication; online discussion; written assignments; learning style; prior computer competency; and time spent on a course. Results indicate that the amount of student-instructor interaction and the online discussion activity played an important role in predicting students' perceived learning. The implication of this finding is that it is not only important to create an interactive environment for learning, but it is also important to design discussion activities that can trigger rich and meaningful online discourse. (Contains 16 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the original document. 1 Webnet 99, Session # 5302 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY GH .Marks TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 00 O NO A Study of Students' Perceived Learning in a Web-based Online Environment Mingming Jiang Information Technology Education and Training University of California at Los Angeles, Los Angeles, CA, U.S. E-mail address: mjiang@earthlink.net Evelyn Ting Center for Learning and Technology, Empire State College SUNY, Saratoga Springs, NY, U.S., e-mail address: etingRsln.ese.edu U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ArkThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: The purpose of the study was to find what factors were perceived to be associated with students' perceptions of learning in online courses. Survey data were collected from students enrolled in 78 courses offered through the SUNY Learning Network in the fall of 1997. Correlation and multiple regression analyses were employed. The dependent variable was students' perceived learning that was correlated with eleven independent variables. Results indicated that the amount of student-instructor interaction and the online discussion activity played an important role in predicting students' perceived learning. The implication of this finding is that it is not only important to create an interactive environment for learning, but also important to design discussion activities that can trigger rich and meaningful online discourse. The purpose of the study was to find what factors were perceived to be associated with students' perceptions of learning in online courses. Survey data were collected from students enrolled in 78 courses offered through the SUNY Learning Network in the fall of 1997. Correlation and multiple regression analyses were employed. The dependent variable was students' perceived learning that was correlated with eleven independent variables. Results indicated that the amount of student-instructor interaction and the online discussion activity played an important role in predicting students' perceived learning. The implication of this finding is that it is not only important to create an interactive environment for learning, but also important to design discussion activities that can trigger rich and meaningful online discourse.