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Factors Influencing Student Achievement and Satisfaction in a Distance Education Setting:

Factors Influencing Student Achievement and Satisfaction in a Distance Education Setting Peggy Villars Abadie ETEC 645 – Dr. Becky Sue Parton April 2011

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course :

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course This study tested impact of on-line learning on student attitudes and learning. Compare learning outcomes-Blended vs. Traditional Examine issues of engagement, attachment, & enjoyment Examine effectiveness and efficiency of multi-media tools as primary course content CONCLUSION Students in the blended courses less negative reaction to the course less negatively emotional regarding the course significantly more positive toward what was happening in the class George- Palilonis , J, and Filak , V. “Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course” Electronic Journal of e-Learning Volume 7 Issue 3 2009, 247 - 256

Student Perceptions of the Relationship between Indicators of Teaching Presence and Success in Online Courses:

Student Perceptions of the Relationship between Indicators of Teaching Presence and Success in Online Courses This study tested factors that impact success or lack of success in on-line learning. Based on Community of Inquiry Framework posits Teaching Presence – Instructional Design and Organization, Facilitation of Discourse, and Direct Instruction. Social Presence – Ability of learners to project themselves socially and emotionally via communication, open communication & group cohesion Cognitive Presence – Extent to which learners are able to construct and confirm meaning through reflection and discourse. Study focused on student perceptions of the impact of Teacher Presence on their success or failure in the course. CONCLUSION Associate level learners place higher value on instructional design and organization, & direct instruction as aiding success. Graduate level learners place higher value on Facilitation of discourse as aiding success. Regardless of Student level, instructional design and organization are required to prevent causing failure Kupczynski , Lori, Ice, Phil, Wiesenmayer , Randy, and McCluskey , Frank “Student Perceptions of the Relationship between Indicators of Teaching Presence and Success in Online Courses”, Journal of Interactive Online Learning, 9:1, 23-43

Introverts, Extroverts, and Achievement in a Distance Learning Environment:

Introverts, Extroverts, and Achievement in a Distance Learning Environment This study examined the relationship between cognitive style and achievement levels in a video conference-based environment. Positives of video conference based environments Broad reach to non-traditional students Increased range of learning opportunities for students Preserves synchronous teacher-student interactions Increased possibilities for student-student interactions Negatives of video conference based environments High drop out rates Anxiety over problems with hardware/software Additional time required to learn to use the technology Reduced level of interactivity between students and lecturer during the lesson. CONCLUSIONS Students with different cognitive styles perceives the constraints differently The extent to which students perceive these constraints effects student outcomes Introverts achieve at significantly higher levels than extroverts Offir , Baruch , Bezalel , Rachel and Barth, Ingrid 'Introverts, Extroverts, and Achievement in a Distance Learning Environment', American Journal of Distance Education, 21:1, 3 - 19

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