Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ ( Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider importa...

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Vydáno v:	Computers and education Ročník 54; číslo 1; s. 222 - 229
Hlavní autoři:	Paechter, Manuela, Maier, Brigitte, Macher, Daniel
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Elsevier Ltd 2010 Elsevier
Témata:	Academic Achievement Austria College Students Computer Assisted Instruction Cooperative Learning Correlation e-Learning Educational Technology Electronic Learning Expectations in e-learning Experiences in e-learning Faculty Development Foreign Countries Instructional Effectiveness Learner Controlled Instruction Online learning Participant Satisfaction Predictor Variables Quality criteria for e-learning Student Attitudes Student Educational Objectives Student Motivation Student Surveys Austria e-Learning Quality criteria for e-learning Experiences in e-learning Online learning Expectations in e-learning
ISSN:	0360-1315, 1873-782X
On-line přístup:	Získat plný text
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Abstract	Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ ( Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction. With regard to their expectations, i.e., aspects of a course they consider important, students’ achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students’ assessments of the instructor’s expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students’ motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors.
AbstractList	Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least "sometimes" or "frequently" (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. With regard to their expectations, i.e., aspects of a course they consider important, students' achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students' assessments of the instructor's expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students' motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors. (Contains 5 tables and 2 figures.) Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least 'sometimes' or 'frequently' (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. With regard to their expectations, i.e., aspects of a course they consider important, students' achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students' assessments of the instructor's expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students' motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors. Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ ( Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction. With regard to their expectations, i.e., aspects of a course they consider important, students’ achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students’ assessments of the instructor’s expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students’ motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors.
Audience	Intermediate Grades Postsecondary Education
Author	Macher, Daniel Maier, Brigitte Paechter, Manuela
Author_xml	– sequence: 1 givenname: Manuela surname: Paechter fullname: Paechter, Manuela email: manuela.paechter@uni-graz.at – sequence: 2 givenname: Brigitte surname: Maier fullname: Maier, Brigitte – sequence: 3 givenname: Daniel surname: Macher fullname: Macher, Daniel
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SubjectTerms	Academic Achievement Austria College Students Computer Assisted Instruction Cooperative Learning Correlation e-Learning Educational Technology Electronic Learning Expectations in e-learning Experiences in e-learning Faculty Development Foreign Countries Instructional Effectiveness Learner Controlled Instruction Online learning Participant Satisfaction Predictor Variables Quality criteria for e-learning Student Attitudes Student Educational Objectives Student Motivation Student Surveys
Title	Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction
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