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Predictors of Engagement and Participation in an On-Line Course

Predictors of Engagement and Participation in an On-Line Course.

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Predictors of Engagement and Participation in an On-Line Course

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  1. Predictors of Engagement and Participation in an On-Line Course Miller, M. D., Rainer, R. K. & Coley, J. K. (2003). Predictors of engagement and participation in an on-line course. The Online Journal of Distance Learning Administration, 6(1). Retrieved July 14, 2006, from http://www.westga.edu/~distance/ojdla/spring61/miller61.htm Presenter: Ching-ting Lin Instructor: Ming-puu Chen

  2. Problems in On-Line Courses • Associated with successful implementation include such factors as • poor attendance, procrastination, feelings of isolation, and a general lack of structure in the course • The lack of face-to-face contact can create a lack of control within the teaching environment • raises the question: • Can instructors predict the amount of time that a student should spend in the learning spaces of the online environment to be successful? CSL Lab ICE.NTNU

  3. Problems in On-Line Courses (cont.) • The problem of time management may be affected by the medium • COMPUTER • Technology acceptance model (TAM) and computer self-efficacy (CSE) constructs can predict computer use and satisfaction • may also be able to predict and explain participation and engagement with an online learning course CSL Lab ICE.NTNU

  4. Predictors -TAM • Technology acceptance model Perceived Usefulness Intention to Use Usage Behavior Perceived Ease of Use CSL Lab ICE.NTNU

  5. Technology Acceptance Model • Perceived Usefulness (USE) • refers to individuals’ perceptions that the technology or computer application will help them perform their jobs better (Davis, 1989) • Perceived Ease of Use (EOU) • refers to "the degree to which a person believes that using a particular system would be free of effort" (Davis, 1989 p. 320) • Intention to Use • translates directly into intention to participate and engage in an online course • The TAM suggests that • a person takes a computer-based online course, is that he or she perceives that the vehicle (the computer) for the course is both easy to use and useful CSL Lab ICE.NTNU

  6. Predictors -TPB • Theory of planned behavior Attitude Toward Behavior Intention to Use Usage Behavior Subject Norm Perceived Behavior Control CSL Lab ICE.NTNU

  7. Theory of Planned Behavior • Subjective Norm (SN) • refers to individuals’ perceptions of others’ opinions of their behavior • Perceived Behavioral Control (PBC) • refers to an individual’s perception of whether or not he or she can perform a particular behavior • would be a similar construct to Computer Self Efficacy (CSE) CSL Lab ICE.NTNU

  8. Computer Self Efficacy • Bandura (1986) defined self-efficacy as • "People’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possesses.“ • an individual’s belief that he or she can perform a particular task or behavior • Computer self-efficacy (CSE) is defined as • the judgment of one’s capability to use an information technology CSL Lab ICE.NTNU

  9. Computer Self Efficacy (cont.) • Marakas et al. (1998) suggested that CSE can be defined with two sub-constructs: • General Computer Self-Efficacy (GCSE) and Task-Specific Computer Self-Efficacy (TCSE) • GCSE "refers to an individual’s judgment across multiple computer domains“ • a general ability to use the computer to engage and participate in the course • TCSE "refers to an individual’s perception of self-efficacy in performing specific computer related tasks within the domain of general computing“ • feel confident that they will be able to manipulate and use the mechanisms that control the course CSL Lab ICE.NTNU

  10. Data Analysis (1) CSL Lab ICE.NTNU

  11. Data Analysis (2) CSL Lab ICE.NTNU

  12. Data Analysis (3-1) CSL Lab ICE.NTNU

  13. Data Analysis (3-2) CSL Lab ICE.NTNU

  14. Conclusions • Perceived Ease of Use and Usefulness both had a significant • Prior research has found that Perceived Ease of Use and Usefulness can be affected by training • online learning instructors may find that training on the PC before the start of an online course might help the student become more engaged in the online course • If a student were to rate the perceived usefulness of the PC relatively low, then the student may be advised that they should rethink taking this course CSL Lab ICE.NTNU

  15. Conclusions (cont.) • The propositions centered on the TPB and TRA were not supported • the students had no other choice but to have some level of computer activity within the course • whether or not students believed their level of self-efficacy to be high or low, they had to use the personal computer to complete the course • For future research • quantity and quality of bulletin board writings, feedback, and general satisfaction with the online course may be important avenues CSL Lab ICE.NTNU

  16. The End Thanks for listening.

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