Browsing by Author "Wei, Huei-Chuan"

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Can more interactivity improve learning achievement in an online course? Effects of college students\' perception and actual use of a course-management system on their learning achievement
(2015-04-01)
Wei, Huei-Chuan
;
Peng, Hsinyi
;
Chou, Chien
;
教育研究所
;
Institute of Education
This study aims to investigate how interactivity influence learners\' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS\'s interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students\' self-reported use of interactive functions, students\' perceptions of the usefulness of interactive functions, and students\' actual-use logs have some direct influences on students\' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students\' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students\' self-reported frequency of logging into the CMS, students\' self-reported frequency of using the learner-instructor/learner-learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses. (C) 2015 Elsevier Ltd. All rights reserved.
Online learning performance and satisfaction: do perceptions and readiness matter?
(1970-01-01)
Wei, Huei-Chuan
;
Chou, Chien
;
教育研究所
;
Institute of Education
The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students' online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students' computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students' computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.