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Engagement, Excitement, Anxiety, and Fear: Learners' Experiences of Starting an Online Course
ARTICLE

American Journal of Distance Education Volume 16, Number 4, ISSN 0892-3647

Abstract

This study was conducted to increase our understanding of learners' perceptions about how the first "class" in an online course should be and to further understand how learners' experiences in the first class contribute to their sense of well-being and engagement in online courses. The study revealed that learners' sense of engagement with courses is more dependent on their connection with the learning materials than with instructors or colleagues, that learners are most comfortable with a generous amount of time to prepare in advance for courses, and that the role of instructors at the beginning of courses is very much a functional one. Instructors are judged on the clarity and completeness with which their course details are presented.

Citation

Conrad, D.L. (2002). Engagement, Excitement, Anxiety, and Fear: Learners' Experiences of Starting an Online Course. American Journal of Distance Education, 16(4), 205-226. Retrieved November 20, 2019 from .

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