Virtual School Meanderings

March 9, 2017

SITE 2017 – What Predict Learning Satisfaction In K-12 Online Learning Settings: Impacts From Students And Teachers

The twenty-ninth – and first for today – session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

What predict learning satisfaction in k-12 online learning settings: Impacts from students and teachers

  1. Yining Zhang, Michigan State University, United States
  2. Chin-Hsi Lin

    Chin-Hsi Lin

    Michigan State University
    East Lansing, MI

    , Michigan State University, United States

Thursday, March 9 10:45 AM-11:15 AM

No presider for this session.

This study utilized online learning satisfaction as an outcome indicator for the success of online learning, and investigated student- and teacher-level factors affecting online learning satisfaction among 226 high-school students taking online world language courses from 15 instructors at a Midwestern virtual school. In particular, at the student level, it explored the nature of the effects of different types of online learning interaction on satisfaction. At the teacher level, it focused on the effects on satisfaction that are associated with different types of teacher roles. Using hierarchical linear modeling, at the student level, learner-content interaction was the only significant predictor of satisfaction. At the teacher level, teachers’ pedagogical role significantly predicted satisfaction in a positive way, while managerial roles predicted satisfaction negatively.

ID
50232
Type
Full Paper – Book (submit final version now)
Topic
K-12 Online Learning

Note that I am in a different session right now (as SITE has a habit this week of double booking several items).  So if there is anyone in the room that would like to share their notes, please post them in the comments below.

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