Abstract

This mixed-method study examined whether online learning interaction participation, perception, and learning satisfaction would be consistent across varied age and ethnicity groups. Data were collected from students enrolled in 28 online courses via content analysis with online interaction transcripts, structural equation modeling with the learning-experience survey responses, and interviewing. The interaction-transcript analysis did not indicate a significant advantage or disadvantage in terms of the quality and quantity of online interaction participation for students of non-traditional age or minority status. However, the structural equation modeling of the survey results indicated that students' minority status was associated with more favorable perception of the learner-to-instructor interaction but lower satisfaction with the web-based distance education.

Citation

Ke, F. & Kwak, D. (2013). Online learning across ethnicity and age: A study on learning interaction participation, perception, and learning satisfaction. Computers & Education, 61(1), 43-51. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/132214/.

Keywords

• Age
• Age Differences
• Comparative Analysis
• computer mediated communication
• content analysis
• distance education
• electronic learning
• Ethnicity
• interaction
• Interviews
• Learning interaction
• Minority Group Students
• Nontraditional Students
• online courses
• online learning
• Race
• Satisfaction
• Statistical Analysis
• Structural Equation Models
• student attitudes
• student participation
• Student Surveys
• Teacher Student Relationship
• Transcripts (Written Records)
• Web Based Instruction