Use of interactions, student satisfaction, and perceived learning in e-learning supplementary to classroom instruction | |
| Author | Sawai Siritongthaworn |
| Call Number | AIT Diss. no.SM-06-07 |
| Subject(s) | Computer-assisted instruction Information technology Telecommunication in education |
| Note | A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy |
| Publisher | Asian Institute of Technology |
| Abstract | E-learning (EL) has been introduced in pedagogy as an information communication technology (ICT) tool for the improvement of instructional quality. Many prior studies indicate that the use of interactions (UI) is an important communication mechanism for delivering instruction to and gaining feedback from students, leading to a more favorable student achievement. However, no previous research has been conducted on whether this is true in the context where EL is used for supplementing classroom instruction rather than as the primary means of instruction. This study investigates student satisfaction and perceived learning (PL) as twin learning achievements resulting from UI. Student satisfaction is measured in two forms: a multiattribute measure, MM, and a single item of overall satisfaction, OS. The key research questions examine the latent elements imbedded in UI, MM, and PL and whether UI has positive relationships with MM, OS, and PL. The concepts and hypotheses proposed in this dissertation were established after an extensive literature review. Five undergraduate courses at three Thai universities where EL was used as a supplementary instructional tool were chosen as cases for investigation. The students undertaking these courses constitute the sample of this study. The proposed concepts, measurements and hypotheses were verified for relevance and applicability with key respondents-the instructors and students-through the process of in-depth interviews. The survey is the main methodology of the study. Students in the selected courses are the targeted respondents. A questionnaire was used to collect data either in the last week of teaching or soon after the final examinations of the courses. Two main statistical toolsmultiple regression analysis and factor analysis-are used for quantitative data analysis. The results of data analysis indicate the following: The use of interaction (UI) has two underpinning factors: human-to-human (H2H) and human-to-non-human (H2nH) interactions. H2H interactions consist of learner-tolearner (L2 L), learner-to-instructor (L21), and vicarious interactions. Both learner-tocontent (L2C) and learner-to-interface (L21F) interactions constitute H2nH interactions. Student Satisfaction (MM) has four underlining facets: delivery method, content, communication facilitation, and system operations. Perceived learning (PL) is viewed to encompass only one factor, understanding, by the students in the supplementary EL context. UI has significant positive relationships with MM, OS, and PL at the overall variable level. At the underlying factors level, only the H2H interaction has a positive relationship with satisfaction in the communication facilitation in EL. Furthermore, only the H2nH interactions positively influence OS in EL. Both the 112H and H2nH interactions have positive relationships with perceived understanding (as the only factor of PL) in the supplementary EL courses. Based on the above analysis, it is concluded that instructors should put more effort in the promotion of UI in EL because it is the key to student achievement represented by student satisfaction (MM and OS) and PL. For those who want to use EL as a method to build up a good image of the course or institution, an adequate content and efficient EL system is needed. This will help enhance the L2C and L2IF (or H2nH interaction) and will bring about an increase in OS in EL. Similarly, an emphasis in H2H, which is an emotional cue, will lead to satisfaction in communication facilitation. However, to be able to generalize the above findings in the Thai universities context, further confirmatory studies are needed incorporating larger number of courses at different levels (undergraduate and graduate) with larger number of student respondents |
| Year | 2006 |
| Type | Dissertation |
| School | School of Management (SOM) |
| Department | Other Field of Studies (No Department) |
| Academic Program/FoS | Master of Business Administration (MBA) (Publication code=SM) |
| Chairperson(s) | Donyaprueth, Krairit;Paul, H. |
| Examination Committee(s) | Dimmitt, Nicholas J.;Vatcharaporn Esichaikul |
| Scholarship Donor(s) | Suan Sunandha Rajabhat University Bangkok, Thailand |
| Degree | Thesis (Ph.D.) - Asian Institute of Technology, 2006 |