Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
Journal
The international review of research in open and distributed learning
Date Issued
2014-08-15
Author(s)
Malinovski, Toni
Vasileva, Marina
Vasileva-Stojanovska, Tatjana
Trajkovik, Vladimir
Abstract
Early identification of relevant factors that influence students' experiences is vitally
important to the educational process since they play an important role in learning
outcomes. The purpose of this study is to determine underlying constructs that predict
high school students’ subjective experience and quality expectations during
asynchronous and synchronous distance education activities, in a form of quality of
experience (QoE). One hundred and fifty-eight students from different high schools
participated in several asynchronous and synchronous learning sessions and provided
relevant feedback with comparable opinions regarding different conditions. Structural
equation modeling was used as an analytical procedure during data analysis which led
to a QoE prediction model that identified relevant factors influencing students’
subjective QoE. The results demonstrated no significant difference related to students’
behavior and expectations during both distance education methods. Additionally, this
study revealed that students’ QoE in any situation was mainly determined by
motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use
during synchronous or quality of content during asynchronous activities. We also found
moderate support between technical performance and students’ QoE in both learning
environments. However, opposed to existing technology acceptance models that stress
the importance of attitude towards use, high school students’ attitude failed to predict
their QoE.
important to the educational process since they play an important role in learning
outcomes. The purpose of this study is to determine underlying constructs that predict
high school students’ subjective experience and quality expectations during
asynchronous and synchronous distance education activities, in a form of quality of
experience (QoE). One hundred and fifty-eight students from different high schools
participated in several asynchronous and synchronous learning sessions and provided
relevant feedback with comparable opinions regarding different conditions. Structural
equation modeling was used as an analytical procedure during data analysis which led
to a QoE prediction model that identified relevant factors influencing students’
subjective QoE. The results demonstrated no significant difference related to students’
behavior and expectations during both distance education methods. Additionally, this
study revealed that students’ QoE in any situation was mainly determined by
motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use
during synchronous or quality of content during asynchronous activities. We also found
moderate support between technical performance and students’ QoE in both learning
environments. However, opposed to existing technology acceptance models that stress
the importance of attitude towards use, high school students’ attitude failed to predict
their QoE.
Subjects
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