A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts
This study examined the effects of learning ability, learning strategy, synchronism distance teaching, teaching effectiveness, and online-materials on the learning outcomes of engineering majors. The interaction between distance teaching and teaching effectiveness, as well as the mediating effects o...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Tamkang University Press
2015-01-01
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| Series: | Jiàoyù zīliào yǔ túshūguǎn xué |
| Subjects: | |
| Online Access: | http://joemls.dils.tku.edu.tw/fulltext/52/52-1/33-57.pdf |
| _version_ | 1827851793409769472 |
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| author | Hsiu-Ping Yueh Chaoyun Liang |
| author_facet | Hsiu-Ping Yueh Chaoyun Liang |
| author_sort | Hsiu-Ping Yueh |
| collection | DOAJ |
| description | This study examined the effects of learning ability, learning strategy, synchronism distance teaching, teaching effectiveness, and online-materials on the learning outcomes of engineering majors. The interaction between distance teaching and teaching effectiveness, as well as the mediating effects of online-materials were tested. The results indicated that the interaction between synchronism distance teaching and student evaluation of teaching effectiveness influenced online materials and student-perceived learning outcomes. The interaction effects of the group that highly valued distance instruction increased more in response to student evaluation of teaching effectiveness than did the effects of the group that valued distance instruction less. In addition, the results revealed that the quality of synchronism distance instruction, student evaluation of teaching effectiveness, and online materials are the keys to successful distance instruction. Among these critical factors, online materials played a mediating role in the relationship between the variables involved and student-perceived learning outcomes. |
| first_indexed | 2024-03-12T10:38:51Z |
| format | Article |
| id | doaj.art-9ffa771cb391433e89f286303eb7d729 |
| institution | Directory Open Access Journal |
| issn | 1013-090X 1013-090X |
| language | English |
| last_indexed | 2024-03-12T10:38:51Z |
| publishDate | 2015-01-01 |
| publisher | Tamkang University Press |
| record_format | Article |
| series | Jiàoyù zīliào yǔ túshūguǎn xué |
| spelling | doaj.art-9ffa771cb391433e89f286303eb7d7292023-09-02T08:26:56ZengTamkang University PressJiàoyù zīliào yǔ túshūguǎn xué1013-090X1013-090X2015-01-01521335710.6120/JoEMLS.2015.521/0631.RS.CMA Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional ContextsHsiu-Ping YuehChaoyun LiangThis study examined the effects of learning ability, learning strategy, synchronism distance teaching, teaching effectiveness, and online-materials on the learning outcomes of engineering majors. The interaction between distance teaching and teaching effectiveness, as well as the mediating effects of online-materials were tested. The results indicated that the interaction between synchronism distance teaching and student evaluation of teaching effectiveness influenced online materials and student-perceived learning outcomes. The interaction effects of the group that highly valued distance instruction increased more in response to student evaluation of teaching effectiveness than did the effects of the group that valued distance instruction less. In addition, the results revealed that the quality of synchronism distance instruction, student evaluation of teaching effectiveness, and online materials are the keys to successful distance instruction. Among these critical factors, online materials played a mediating role in the relationship between the variables involved and student-perceived learning outcomes.http://joemls.dils.tku.edu.tw/fulltext/52/52-1/33-57.pdfSynchronism distance-instructionOnline materialsStudent-perceived learning outcomeStudent evaluation of teaching effectivenessLearning abilityLearning strategy |
| spellingShingle | Hsiu-Ping Yueh Chaoyun Liang A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts Jiàoyù zīliào yǔ túshūguǎn xué Synchronism distance-instruction Online materials Student-perceived learning outcome Student evaluation of teaching effectiveness Learning ability Learning strategy |
| title | A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts |
| title_full | A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts |
| title_fullStr | A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts |
| title_full_unstemmed | A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts |
| title_short | A Predictive Model of Distance Instruction Integrating Considerations of Students, Teachers, and Instructional Contexts |
| title_sort | predictive model of distance instruction integrating considerations of students teachers and instructional contexts |
| topic | Synchronism distance-instruction Online materials Student-perceived learning outcome Student evaluation of teaching effectiveness Learning ability Learning strategy |
| url | http://joemls.dils.tku.edu.tw/fulltext/52/52-1/33-57.pdf |
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