Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms

被引：74

作者：

Mullen, Gayle E. ^{[1
]}

Tallent-Runnels, Mary K. ^{[2
]}

机构：

[1] Midwestern State University, Wichita Falls, TX 76308, 207 Ferguson Hall

[2] Texas Tech University, College of Education, Lubbock

来源：

Internet and Higher Education | 2006年 / 9卷 / 04期

关键词：

Instructor demands and support; Motivation; Online and traditional students; Self-regulation;

D O I：

10.1016/j.iheduc.2006.08.005

中图分类号：

学科分类号：

摘要：

In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes. © 2006 Elsevier Inc. All rights reserved.

引用

页码：257 / 266

页数：9

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