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Learner-content interactions and lea...

Tsang, Eva Y. M.

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Learner-content interactions and learning effectiveness: A study of student perceptions.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learner-content interactions and learning effectiveness: A study of student perceptions./
作者:	Tsang, Eva Y. M.
面頁冊數:	206 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426702
ISBN:	9781124287850

Learner-content interactions and learning effectiveness: A study of student perceptions.
Tsang, Eva Y. M.

Learner-content interactions and learning effectiveness: A study of student perceptions. - 206 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--Capella University, 2010.

Online learning has advanced significantly due to changes in technology, with more media and interactivity increasingly being included in the delivery of course content. In an online learning environment, students can easily interact with learning content. The purpose of this study was to identify the perceptions of adult, online learners at various levels of content interactivity in university courses, with regards to learning effectiveness, satisfaction, motivation, and engagement in learning. This study also investigated which online instructional design strategies are best for the promotion of learner-content interactivity and which should be adopted. The theoretical framework for this study was used to illustrate levels of learner-content interactivity that students engage in during online learning.

ISBN: 9781124287850Subjects--Topical Terms:

1669073
Education, Instructional Design.

Learner-content interactions and learning effectiveness: A study of student perceptions.
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500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
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520 $a Online learning has advanced significantly due to changes in technology, with more media and interactivity increasingly being included in the delivery of course content. In an online learning environment, students can easily interact with learning content. The purpose of this study was to identify the perceptions of adult, online learners at various levels of content interactivity in university courses, with regards to learning effectiveness, satisfaction, motivation, and engagement in learning. This study also investigated which online instructional design strategies are best for the promotion of learner-content interactivity and which should be adopted. The theoretical framework for this study was used to illustrate levels of learner-content interactivity that students engage in during online learning.
520 $a Effective design of content interaction can reduce online attrition rates, enhance learning satisfaction, and hence promote online learning effectiveness. In this qualitative study, 10 participants were interviewed and shared their authentic, first-hand, online-learning experiences and preferences. Participants also ranked the usefulness of multiple representations while taking online courses. In-depth descriptions of learner experiences and analysis are provided in this study. The participants indicated that a combination of various types of content presentation was the most effective catalyst to their learning, compared with single-media presentations. They also indicated that text-based online content ranked lowest in terms of motivation and engagement in learning. The results of this study also suggest specific instructional design strategies which can increase interaction in online learning, so that students can engage more actively with learning content and online learning will be more attractive to learners. In addition, this study offered important insights into cognitive processes of learning with various types of learner-content interactivity in terms of multiple representations.
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