Unpacking online Learning Experience: online Learning Self-Efficacy and Learning Satisfaction - Article Review

  ASSIGMENT 3

                                ARTICLE REVIEW

Unpacking online learning experience: Online learning self-efficacy and learning satisfaction.

ANTHONY BAJEH

R1712D4162969

INDUCTION MODULE: UU-MSC-IND 100-ZM

JOSEFINA MAVROU

15TH APRIL 2018

A review on the article; Demei, S., Moon-Heum, C., Chai-lin, T., & Rose, M. (2013). Unpacking online learning experience: Online learning self-efficacy and learning satisfaction. Internet and higher education, 19, 10-17.

The main ideas of the article is to examine the students motivation to successfully complete courses online as well factors that  influence their experience in an online setting. The author attempts to focus on how technology, learning and social interaction can influence student online achievement.

Based on the article, three variables; (prior online experience, gender and academic status) were used in evaluating the motivation of students in an online learning setting to execute tasks (Demei et al.,2013).

The Author used multiple regression to evaluate the five (5) self-efficacy factors as independent variables and learning satisfaction as dependent variable in ascertain if they can predict learning satisfaction. The article also looks into how this variables are related to student online learning self-efficacy.

The five measurements/factors adopted by the authors are ;( a) peoples judgement to complete an online course (b) people judgement to interact socially with classmates(c) self judgement to handle tools in a course management system (d) student capabilities to interact with tutors (e) students capability to work together with their classmates in accomplishing educational tasks (Demei et al.,2013).

The article examined data collected from two institution of higher education in the Midwestern parts of the United State from which author deducted the following;

The Gender of students played a significant role in predicting all the measurements self-efficacy except that to relate socially with their peer. Based on this results of the investigation conducted by the authors, female students were more probable to have higher online learning motivation than male students, which confirms that female students may have more aspirations and seek out help or accomplish more than male students. From this findings, the reviewed article revalidates the study carried out by Gebara (2010), which attested that female students reported higher levels of online self judgement to execute tasks than male student (Demei et al.,2013).

From the article, there is a correlation between students who offered more online courses and having higher motivation to successfully finish an online course as well as their likelihood of connecting with their peers on academic tasks. However, it could not expressly show the correlation between student’s tool handling and their interactions with online tutors. This shows that there are factors in play which isn’t used in the study (Demei et al.,2013).

Research carried out by Artino and Stephens (2009), stated that there was no significant difference between the motivation of undergraduates and graduates to execute tasks, which backs the findings of Demei et al (2013) that academic status did not relate with most of the parameters used in examining the online learning self-efficacy of students.

The author findings suggests that student gender, prior online familiarity and academic standing cannot explicitly explain much of the inconsistency in the scopes of online learning self-motivation to execute tasks, this is largely because there are other factors that play a key role in influencing the motivation of students in an online scenery and this highlights a limitations of the study. (Demei et al.,2013).

The limitation of the article based on the regression analyses are that the author did not take into consideration the following factors; the author did not factor in the type of course enrolled for by the students, source of funding of the student as well as the employment status of students. The students who have to independently source for their tuition fee will likely spend less time interacting with their peers and more time spent on other activities to raise money, this can positively or negatively sway the student ability to complete an online course. The article limitation offers opportunity for more study to be conducted on students motivation, it offer a strong foundation from which researchers can build.