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Students Perceptions Of Interactions In A Blended Synchronous Learning Environment: A Case Study, Sheri Lyn Conklin
Students Perceptions Of Interactions In A Blended Synchronous Learning Environment: A Case Study, Sheri Lyn Conklin
Boise State University Theses and Dissertations
Social presence has been analyzed in online asynchronous environments within higher education. The current study was designed to garner insight into students’ perceptions of social presence within the Blended Synchronous Learning Environment (BSLE). This environment is unique since it includes both the face-to-face classroom and an online synchronous classroom in one environment. The research described in the current paper was a case study designed to examine the experiences of graduate students in two blended synchronous classes. Specifically, the research examined students’ perceptions of interactions within the BSLE. Analysis included an examination of how students described interactions with their peers, the …
Self-Efficacy And The Interaction Model As Predictors Of Student Satisfaction And Perceived Learning In Online Learning Environments, Emtinan Alqurashi
Self-Efficacy And The Interaction Model As Predictors Of Student Satisfaction And Perceived Learning In Online Learning Environments, Emtinan Alqurashi
Electronic Theses and Dissertations
This study aimed to explore the relationship between four predictor variables (online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction) and student satisfaction and perceived learning. The purpose of this study was to investigate the extent to which the four variables are predictive of student satisfaction and perceived learning. A total of 167 students completed the survey; the survey assessed self-efficacy for completing an online course, interaction with the content, interaction with the course instructor, interaction with other students, student satisfaction, and perceived learning within an online learning environment. The independent variables were self-efficacy, learner-content interaction, learner-instructor interaction, and …