Students' Perceptions towards Online Learning in the 21st century: A Global Perspective
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Date
2016
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Abstract
In the 21st century, online learning has evolved as a worldwide platform to connect, collaborate and engage users in the learning process. Online learning today is integrated with social network connectivity, which builds an ecosystem for interaction between students, teachers and professors from every corner of the world providing them with free accessible online resources. However, in order to promote active engagement of the learners and delivery of meaningful learning in the online learning settings, it is also necessary to determine student’s perceptions towards online learning. The present thesis has three inter-related studies.
The first study aimed to develop a scale to measure student’s perceptions towards online learning. The resulted scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust. In the next study, the developed scale was used to examine the impact of five personality trait extraversion, agreeableness, conscientiousness, neuroticism, and intellect/imagination on the perception of students towards online learning. The results showed that personality traits, conscientiousness and intellect/imagination have a larger positive impact on student’s perceptions towards online learning, whereas neuroticism has significantly negative effects on participants of online courses. Finally, cross-country differences were investigated between India and Taiwan, on student’s perceptions towards online learning. Results showed that culture did influence student’s perceptions towards online learning. The implications of the present study are important for instructional designers, educators, and institutions that are planning to offer, or currently offering, online courses.
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No Chinese keyword, Online learning, Perception, Instructor characteristics, Social presence, Instructional design, Trust, Personality traits, Higher education, Mini-IPIP, Cross-country, Gender, Culture