Journal•ISSN: 0158-7919
Distance Education
Taylor & Francis
About: Distance Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Distance education & Higher education. It has an ISSN identifier of 0158-7919. Over the lifetime, 982 publications have been published receiving 38474 citations. The journal is also known as: DE.
Topics: Distance education, Higher education, Educational technology, Instructional design, Teaching method
Papers published on a yearly basis
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TL;DR: The study found that three general factors – clarity of design, interaction with instructors, and active discussion among course participants – significantly influenced students’ satisfaction and perceived learning.
Abstract: This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of design, interaction with instructors, and active discussion among course participants –significantly influenced students’ satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a “community of inquiry” model of online learning.
941 citations
TL;DR: In this article, a large-scale exploratory factor analysis study was conducted to determine the underlying constructs that comprise student barriers to online learning, and the eight factors that constitute student barriers were identified.
Abstract: This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors f...
914 citations
TL;DR: The benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning are explored and the possible implications this influence affords are probed.
Abstract: Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner‐centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard™, InstaColl™, and Imeem™. Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies. This article probes the influence of technology on theory and the possible implications this influence affords.
805 citations
TL;DR: In this paper, a study was conducted to identify and confirm factors affecting the satisfaction of online faculty at a small research university, and to develop and validate an instrument that can be used to measure perceived faculty satisfaction in the context of the online learning environment.
Abstract: Faculty satisfaction is considered an important factor of quality in online courses. A study was conducted to identify and confirm factors affecting the satisfaction of online faculty at a small research university, and to develop and validate an instrument that can be used to measure perceived faculty satisfaction in the context of the online learning environment. The online faculty satisfaction survey (OFSS) was developed and administered to all instructors who had taught an online course in fall 2007 or spring 2008 at a small research university in the USA. One hundred and two individuals completed the web‐based questionnaire. Results confirm that three factors affect satisfaction of faculty in the online environment: student‐related, instructor‐related, and institution‐related factors.
498 citations
TL;DR: This article examined the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings, and found that students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses.
Abstract: The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of te...
493 citations