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A Structural Model of Learning Process Perceptions and Outcomes in Distance Learning with the Support of an Offline Learning Community
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, , , , Ewha Womans University, Korea (South)

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study aims to validate a conceptualized framework that involves learning outcomes (satisfaction and learning persistence) and learning process perceptions (task value, cognitive and social presences) in a distance learning environment that is supported by an offline learning community, run by the Open University in South Korea. Structural equation modeling (SEM) was used to provide cause-and–effect inferences. 219 distance learners (183 males, 36 females) who joined six offline learning communities participated in the study. The results showed the positive effect of task value on cognitive and social presences. Positive effects of cognitive and social presence on learning outcomes were also identified. In addition, cognitive and social presences played mediating roles between task value and learning outcomes. The findings support the need for amalgamation of various learning process perceptions, such as task value, cognitive and social presences, as good predictors of learning outcomes in distance learning supported by offline learning communities.

Citation

Kang, M., Hahn, J., Liew, B.T. & Yoo, E. (2012). A Structural Model of Learning Process Perceptions and Outcomes in Distance Learning with the Support of an Offline Learning Community. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 183-192). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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