東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Being nontraditional and learning on...

Ashford, Roslyn La'Toya.

FindBook

Google Book

Amazon

博客來

Being nontraditional and learning online: Assessing the psychosocial learning environments, self-efficacy, and affective outcomes among college student groups.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Being nontraditional and learning online: Assessing the psychosocial learning environments, self-efficacy, and affective outcomes among college student groups./
作者:	Ashford, Roslyn La'Toya.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584505
ISBN:	9781303881978

Being nontraditional and learning online: Assessing the psychosocial learning environments, self-efficacy, and affective outcomes among college student groups.
Ashford, Roslyn La'Toya.

Being nontraditional and learning online: Assessing the psychosocial learning environments, self-efficacy, and affective outcomes among college student groups. - 207 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2014.

This item must not be sold to any third party vendors.

The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework. Traditional and nontraditional students were selected based on known differences between their personal characteristics/traits. A total of 151 undergraduate students taking online classes at a university in the southeastern United States participated in the online quantitative pretest/posttest. The findings revealed that nontraditional students preferred less student interaction and collaboration and more asynchronicity than traditional students. Nontraditional students also had a higher degree of enjoyment of online learning and a higher satisfaction with the degree of asynchronicity in their online courses compared to traditional students.

ISBN: 9781303881978Subjects--Topical Terms:

3172279
Instructional design.

Being nontraditional and learning online: Assessing the psychosocial learning environments, self-efficacy, and affective outcomes among college student groups.
LDR:02978nmm a2200337 4500 001 2062553
005 20151027073506.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303881978
035 $a (MiAaPQ)AAI3584505
035 $a AAI3584505
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ashford, Roslyn La'Toya. $3 3176943
245 1 0 $a Being nontraditional and learning online: Assessing the psychosocial learning environments, self-efficacy, and affective outcomes among college student groups.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Taralynn Hartsell.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework. Traditional and nontraditional students were selected based on known differences between their personal characteristics/traits. A total of 151 undergraduate students taking online classes at a university in the southeastern United States participated in the online quantitative pretest/posttest. The findings revealed that nontraditional students preferred less student interaction and collaboration and more asynchronicity than traditional students. Nontraditional students also had a higher degree of enjoyment of online learning and a higher satisfaction with the degree of asynchronicity in their online courses compared to traditional students.
520 $a Additionally, the study found significant and positive associations between academic self-efficacy and psychosocial learning environment variables that include teacher support, student interaction and collaboration, authentic learning, student autonomy, equity, asynchronicity, computer use, and personal relevance. There were also significant and positive associations between online self-efficacy and student autonomy. The study also indicated significant and positive associations between enjoyment of online learning and psychosocial learning environment variables that include computer use, authentic learning, asynchronicity, teacher support, personal relevance, and asynchronicity. Last, there were significant and positive associations between self-efficacy and enjoyment of online learning.
590 $a School code: 0211.
650 4 $a Instructional design. $3 3172279
650 4 $a Higher education. $3 641065
650 4 $a Educational technology. $3 517670
650 4 $a Educational sociology. $3 519608
690 $a 0447
690 $a 0745
690 $a 0710
690 $a 0340
710 2 $a The University of Southern Mississippi. $b Curriculum, Instruction and Special Education. $3 2102431
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584505