Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Recall Pub Date : 2023-03-09 DOI:10.1017/S0958344023000034
H. Shin, Sarah Sok
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Abstract

Abstract The current study is an approximate replication of Gray and DiLoreto’s (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students’ perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto’s model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto’s study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students’ perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students’ responses to open-ended questions suggested that from students’ perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.
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在线第二语言学习环境中的学生满意度和感知学习:Gray和DiLoreto(2016)的复制
摘要当前的研究近似复制了Gray和DiLoreto(2016)的研究,该研究提出了一个模型,预测课程结构、学习者互动和教师在场将影响学生在在线学习中的感知学习和满意度,学生参与度是两个预测因素和结果变量之间的中介。目前的研究使用混合方法,调查了Gray和DiLoreto的模型是否能够解释计算机辅助语言学习环境中相同变量之间的关系。使用215名大学水平学生的调查回答进行了中介分析,并对50名学生的子样本的调查答复进行了定性分析。与Gray和DiLoreto的研究类似,变量之间出现了正相关关系。然而,Gray和DiLoreto提出的模型与我们的数据不太吻合,导致我们提出了以学生参与和学习者互动为中介的替代路径分析模型。这些模型表明,课程组织和教师在场的作用在通过学生参与和学习者互动直接和间接解释学生感知学习和满意度的变化方面至关重要。此外,对学生对开放式问题的回答进行的定性分析表明,从学生的角度来看,课程结构是影响他们在在线语言学习环境中体验的最显著因素,其次是学习者互动,然后是教师在场。
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
期刊最新文献
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