Influencia de la experiencia previa y la modalidad de estudios en la percepción del e-learning

  1. María Pineda-Martínez 1
  2. Víctor Abella-García 1
  3. Raquel Casado-Muñoz 1
  1. 1 Universidad de Burgos, España.
Revista:
Campus Virtuales

ISSN: 2255-1514

Any de publicació: 2023

Volum: 12

Número: 2

Pàgines: 31-44

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Campus Virtuales

Resum

A quantitative study is presented on the perception of e-learning in an online digital skills course for university students. The objective was to know the differences and relationships in the perception of e-learning considering two variables: previous experiences in online courses and the modality of university studies. The research was conducted using an online survey of 543 students. The results of previous experiences in e-learning highlighted the stability in the differences and correlations in six constructs: content, structure, quality, satisfaction, learning and group membership. Regarding the modality of university studies, there were also differences and high consistency in the correlations in eight dimensions: content, structure, participant-instructor interaction, participant-participant interaction, quality, satisfaction, learning and group membership. These findings provide some implications in the scientific and didactic field of e-learning.

Referències bibliogràfiques

  • Abella, V.; Ausín, V.; Delgado, V.; Hortigüela, D.; Solano, H. J. (2018). Determinantes de la calidad, la satisfacción y el aprendizaje percibido de la e-formación del profesorado Universitario. Revista Mexicana de Investigación Educativa, 23(78), 733- 760. (https://www.scielo.org.mx/pdf/rmie/v23n78/1405-6666-rmie-23-78-733.pdf).
  • Abella-García, V.; Delgado-Benito, M.; Ausín-Villaverde, V.; Hortigüela-Alcalá, D. (2019). To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course. Innovations in Education and Teaching International, 56(4), 402-411. doi:10.1080/14703297.2018.1444503.
  • Anderson, T.; Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97. (https://bit.ly/3Gbs2T2).
  • Azhari, F. A.; Jasmi, N. N.; Wahab, M. S. A.; Jofrry, S. M.; Lee, K. S.; Ming, L. C. (2020). Students’ Perceptions about Social Constructivist Learning Environment in E-learning. Indian Journal of Pharmaceutical Education and Research, 54(2), 271-278.
  • Bartolomé, A.; Steffens, K. (2015). ¿Son los MOOC una alternativa de aprendizaje? Comunicar, 44(22), 91-99. doi:10.3916/C44-2015- 10.
  • Bonnici, L. J.; Maatta, S. L.; Klose, M. K.; Julien, H.; Bajjaly, S. (2016). Instructional style and learner-centred approach: a cross-institutional examination of modality preference for online course delivery in a graduate professional program. Studies in Higher Education, 41(8), 1389-1407. doi:10.1080/03075079.2014.977860.
  • Bouhnik, D.; Carmi, G. (2014). Computer Skills and Prior Experience with E-Learning Courses as Factors that Affect Development of Intellectual Thinking Dispositions in Online Learning. In T. Issa, P. Isaias & P. Kommers (Coords.), Multicultural awareness and technology in higher education: global perspectives (pp. 29-36). Advances in Higher Education and Professional Development Book Series.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Nueva York (EE. UU): Lawrence Erlbaum Associates.
  • Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics 5th Edition. Sussex (Reino Unido): SAGE Publications Ltd.
  • Fischer, C.; Xu, D.; Rodriguez, F.; Denaro, K.; Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45. doi:10.1016/j.iheduc.2019.100710.
  • Glazier, R. A.; Hamann, K.; Pollock, P. H.; Wilson, B. M. (2021). What drives student success? Assessing the combined effect of transfer students and online courses. Teaching in Higher Education, 26(6), 839-854. doi:10.1080/13562517.2019.1686701.
  • Gonta, I. (2021). Students' perspectives on online learning problems, opportunities and expectations. In eLearning and Software for Education Conference. (https://www.ceeol.com/search/article-detail?id=1029302).
  • Gros Salvat, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 69-82. doi:10.5944/ried.21.2.20577B.
  • Hixon, E.; Barczyk, C.; Ralston-Berg, P.; Buckenmeyer, J. (2016). The Impact of Previous Online Course Experience on Students' Perceptio of Quality. Online Learning, 20(1). doi:10.24059/olj.v20i1.565.
  • Kozlova, D.; Pikhart, M. (2021). The Use of ICT in Higher Education from the Perspective of the University Students. Procedia Computer Science 192, 2309-2317. doi:10.1016/j.procs.2021.08.221.
  • Kuzmanović, M.; Andjelković Labrović, J.; Nikodijević, A. (2019). Designing e-learning environment based on student preferences: conjoint analysis approach. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(3), 37-47. doi:10.5937/IJCRSEE1903037K.
  • Kurucay, M.; Itnan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. doi:10.1016/j.compedu.2017.06.010.
  • Macon, D. K. (2011). Student satisfaction with online courses versus traditional courses: A meta-analysis. [Tesis de maestría, Northcentral University]. ProQuest Dissertations Publishing.
  • Marks, R. B.; Sibley, S. D.; Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning, Journal of Management Education, 29(4), 531-563. doi:10.1177/1052562904271199.
  • Mirata, V.; Hirt1, F.; Bergamin, P.; van der Westhuizen, C. (2020). Challenges and contexts in establishing adaptive learning in higher education: findings from a Delphi study. International Journal of Educational Technology in Higher Education. doi:10.1186/s41239-020- 00209-y.
  • Morrison, G. (2010). Designing Effective Instruction. Nueva York (EE.UU.): John Wiley & Sons.
  • Nennig, H. T.; Idárraga, K. L.; Salzer, L. D.; Bleske-Rechek, A.; Theisen, R. M. (2020). Comparison of student attitudes and performance in an online and a face-to-face inorganic chemistry course. Chemistry Education Research and Practice. doi:10.1039/C9RP00112C.
  • Pineda-Martínez, M.; Abella-García, V.; Casado-Muñoz, R. (2021). Formación en habilidades digitales para estudiantes universitarios de primer curso. In A. García-Valcárcel, Muñoz-Repiso (dir.) & S. Casillas Martín, Nuevos horizontes para la digitalización sostenible en educación (pp. 28-35). Dykinson.
  • Rajeh, M. T.; Abduljabbar, F. H.; Alqahtani, S. M.; Waly, F. J.; Abdulaziz Aljurayyan, I. A.; Alzaman, N. (2021). Students’ satisfaction and continued intention toward e-learning: a theory-based study. Medical Education Online, 26(1). doi:10.1080/2331186X.2022.2041222.
  • Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2). (https://bit.ly/3MAarpZ).
  • Salmani, N.; Bagheri, I.; Dadgari, A. (2022). Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic. PLOS ONE, 17(2). doi:10.1371/journal.pone.0263388.
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. (https://bit.ly/3lXG6pI).
  • Siemens, G. (2014). Digital Learning Research Network. Learnspace.
  • Smyrnova-Trybulska, E.; Morze, N.; Varchenko-Trotsenko, L. (2022). Adaptive learning in university students’ opinions: Cross-border research. Education and Information Technologies. doi:10.1007/s10639-021-10830-7.
  • Ya Ni, A.; Van Wart, M.; Medina, P.; Collins, K.; Silvers, E.; Pei, H. (2021). A profile of MPA students’ perceptions of online learning: What MPA students value in online education and what they think would improve online learning experiences. Journal of Public Affairs Education, 27(1), 50-71. doi:10.1080/15236803.2020.1820288.
  • Zalazar-Jaime, M. F.; Moretti, L. S.; García-Batista, Z. E.; Medrano, L. A. (2021). Evaluation of an academic satisfaction model in E-learning education contexts. Interactive Learning Environments. doi:10.1080/10494820.2021.1979047.
Fuente de los datos: Dialnet