Learning to Learn Online: A Study of Perceptual Changes between Multiple Online Course Experiences.

Arbaugh, J. B.

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Title: Learning to Learn Online: A Study of Perceptual Changes between Multiple Online Course Experiences

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Title:	Learning to Learn Online: A Study of Perceptual Changes between Multiple Online Course Experiences
Authors:	Arbaugh, J. B.
Descriptors:	Student Attitudes; Online Courses; Learning Strategies; Internet; Longitudinal Studies; Graduate Students; Masters Programs; Business Administration Education; Attitude Change; Educational Technology; Interaction; Virtual Classrooms; Computer Assisted Instruction
Source:	Internet and Higher Education, v7 n3 p169-182 2004
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2004-00-00
Pages:	14
Pub Types:	Journal Articles; Reports - Research
Abstract:	This paper reports on changes in students' perceptions of technological, course conduct, and course outcome variables as they participated in multiple online courses over a 4-year period in a Midwestern U.S. University's MBA program. While there was little to no significant change in students' perceptions of learning between their first online course and subsequent online courses, there were significant positive changes in their satisfaction with the Internet as a course delivery medium, their perceptions of participant interaction, and the usefulness and ease of use of the course software. Most of the significant changes in these perceptions occurred between the first and second times that the students participated in the study. These findings suggest that students need to take at least two online courses before drawing conclusions about this delivery medium, and that degree programs should provide focused attention to first-time online learners to encourage their participation in subsequent online courses. (Contains 3 tables.)
Abstractor:	As Provided
Reference Count:	0

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Record Type:	Journal
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Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1096-7516
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1016/j.iheduc.2004.06.001

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