The nature of adolescent learner interaction in a virtual high school setting.
This study used survey data to measure the effect of learners' reported interactions with content, peers, and instructors on several course outcomes in two virtual high school courses that emphasized interactive learning. Surveys found that the large majority of students viewed all investigated type...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 2; pp. 153 - 168 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104250938&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104250938 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2013 vid: 29 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104250938 86052525 10.1111/j.1365-2729.2012.00479.x 104250938 ppf: 153 ppct: 15 formats: tig: atl: The nature of adolescent learner interaction in a virtual high school setting. aug: au: Borup, J. Graham, C.R. Davies, R.S. affil: Brigham Young University, Provo, UT, USA sug: subj: Learning Students, High School Virtual Reality Utilization Education, Non-Traditional Faculty-Student Relations Motivation Interpersonal Relations Student Satisfaction Course Content Time Factors Self Report Surveys Questionnaires Interviews Descriptive Statistics One-Way Analysis of Variance Spearman's Rank Correlation Coefficient Pearson's Correlation Coefficient Scales Summated Rating Scaling Post Hoc Analysis P-Value Adolescence Human Adolescent: 13-18 years ab: This study used survey data to measure the effect of learners' reported interactions with content, peers, and instructors on several course outcomes in two virtual high school courses that emphasized interactive learning. Surveys found that the large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner-instructor and learner-content interactions to have significantly higher educational value (α < 0.01) than learner-learner interactions, and viewed learner-instructor interaction to be significantly more motivational (α < 0.01) than learner-content interaction. Furthermore, nine significant correlations were found involving the time students reported spending on human interaction and course outcomes. Seven of the significant correlations were related to the time students reported spending in human interaction and the more affective outcomes, such as course satisfaction and disposition towards the subject area. Outcomes also indicate that learner-learner interaction had higher correlations with course outcomes than learners' interactions with the content or their instructor. Students' perceived learning was not significantly correlated with any type of interaction, and only students' total reported time spent on learner-learner interaction and students' social learner-learner interaction were significantly correlated with their grade. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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