In:
Online Learning, The Online Learning Consortium, Vol. 21, No. 4 ( 2017-12-01)
Abstract:
As debates over the value and effectiveness of online courses continue, more research is needed to assist in identifying predictors of positive student outcomes in online courses. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 170 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses.
Type of Medium:
Online Resource
ISSN:
2472-5730
,
2472-5749
DOI:
10.24059/olj.v21i4.966
Language:
Unknown
Publisher:
The Online Learning Consortium
Publication Date:
2017
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