Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Wei, Huei-Chuan | en_US |
dc.contributor.author | Peng, Hsinyi | en_US |
dc.contributor.author | Chou, Chien | en_US |
dc.date.accessioned | 2015-07-21T08:29:28Z | - |
dc.date.available | 2015-07-21T08:29:28Z | - |
dc.date.issued | 2015-04-01 | en_US |
dc.identifier.issn | 0360-1315 | en_US |
dc.identifier.uri | http://dx.doi.org/10.1016/j.compedu.2014.12.013 | en_US |
dc.identifier.uri | http://hdl.handle.net/11536/124491 | - |
dc.description.abstract | 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. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Computer-mediated communication | en_US |
dc.subject | Distance education and telelearning | en_US |
dc.subject | Interactive learning environments | en_US |
dc.subject | Post-secondary education | en_US |
dc.title | 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 | en_US |
dc.type | Article | en_US |
dc.identifier.doi | 10.1016/j.compedu.2014.12.013 | en_US |
dc.identifier.journal | COMPUTERS & EDUCATION | en_US |
dc.citation.volume | 83 | en_US |
dc.citation.spage | 10 | en_US |
dc.citation.epage | 21 | en_US |
dc.contributor.department | 教育研究所 | zh_TW |
dc.contributor.department | Institute of Education | en_US |
dc.identifier.wosnumber | WOS:000350186400002 | en_US |
dc.citation.woscount | 0 | en_US |
Appears in Collections: | Articles |