The effect of student choice of online discussion format on tiered achievement and student satisfaction

Journal of Research on Technology in Education

Volumn 39, Issue 4, 2007, Pages 399-415

  Lin, Shinyi ^a   Overbaugh, Richard C ^b  

^a 336 Fu Hsing Rd ^*  (Taiwan)

^b OLD DOMINION UNIVERSITY   (United States)

Author keywords

Cognitive achievement; Learning styles; Media choice; Online discussion forum; Student satisfaction

Indexed keywords

EID: 85008852687     PISSN: 15391523     EISSN: 19450818     Source Type: Journal    
DOI: 10.1080/15391523.2007.10782489     Document Type: Article

References (42)

1. Anderson, L. P., & Kent, C. A. (2002). Interactive televised courses: Student perceptions of teaching effectiveness, with recommendations. College Teaching, 50(2), 67-74.
2. Aoki, K. (1995). Synchronous multi-user textual communication in international tele-collaboration. Electronic Journal of Communication, 5(4), 1-17.
3. Azevedo, R., & Cromley, J. G. (2004). Does training of self-regulated learning facilitate student’s learning with hypermedia? Journal of Educational Psychology, 96, 523-535.
4. Bean, J. P., & Bradley, R. K. (1986). Untangling the satisfaction-performance relationship for college students. Journal of Higher Education, 57(4), 393-412.
5. Beyth-Marom, R., Saporta, K., & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: factors affecting students’ preferences and choices. Journal of Research on Technology in Education, 37(3), 245-262.
6. Cole, B. C., & Smith, D. L. (1993). Cooperative learning strategies for teaching adult business English. Journal of Education for Business, 68(3), 170-173.
7. Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
8. Davison, L., Bryan, T., & Griffiths, R. (1999). Reflecting students’ learning style. Active Learning, 10, 10-13.
9. Diaz, D., & Cartnal, R. (1999). Student learning style in two classes: Online distance learning and equivalent on-campus. College Teaching, 47(4), 130-135.
10. Duck, H., & Ogden, W. R. (1990). An essay on Jungian typology and its implications for education. Educational Resources Techniques, 29(1), 17-21.
11. Felder, R. M., & Soloman, B. A. (2004). Index of learning styles. Retrieved from http://www.ncsu.edu/felder-public/ILSpage.html
12. Forbes, S. A., & Ross, M. E. (2003). Reliability of scores and the researcher. Journal of Research in Education, 13(1), 102-109.
13. Gregorc, A. F. (1984). Gregorc Style Delineator: Development, technical and administrative manual. Maynard, MA: Gabrial, Inc.
14. Hadwin, A., & Winn, P. (2001). CoNoteS2: A software tool for promoting self-regulation, Educational Research and Evaluation, 7, 313-334.
15. Irons, L. R., Keel, R., & Bielema, C. L. (2002). Blended learning and learner satisfaction: Keys to user acceptance? USDLA Journal, 16(12), 29-39.
16. Jolliffe, A., Ritter, J., & Stevens, D. (2001). The online learning handbook: Developing and using Web-based learning. Sterling, VA: Stylus.
17. Keirsey, D. (1998). Please understand me II: Temperament, character, intelligence, 1st Ed., Prometheus Nemesis Book Co.
18. Klein, J. D., Erchul, J. A., & Pridemore, D. R. (1994). Effects of individual versus cooperative learning and type of reward on performance and continuing motivation. Contemporary Educational Psychology, 19, 24-32.
19. Klein, J. D., & Schnackenberg, H. L. (2000). Effects of informal cooperative learning and the affiliation motive on achievement, attitude, and student interactions. Contemporary Educational Psychology, 25, 332-341.
20. Knowles, M. S. (1988). Self-directed learning: A guide for learners and teachers. New York: Cambridge Book.
21. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall, Inc., Englewood Cliffs, N.J.
22. Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99(4), 218-230.
23. Lee, J., MacKendree, J., Dineen, F. & Mayes, T. (1999). Learning vicariously in a distributed environment. Active Learning, 10, 4-9.
24. Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141-76.
25. Merrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.
26. Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
27. Murphy, K., & Collins, M. (1997). Development of communication conventions in instructional electronic chats. Journal of Distance Education, 12, 177-200.
28. Myers, I., & McCaulley, M. (1985). A guide to the development and use of the Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press.
29. Neuhauser, C. (2002). Learning style and effectiveness of online and face-to- face instruction. The American Journal of Distance Education, 16(2), 99-113.
30. Niehoff, B. P., & Mesch, D. J. (1991). Effects of reward structures on academic performance and group processes in a classroom setting. The Journal of Psychology, 125(A), 457-467.
31. Overbaugh, R. C., & Lin, S. Y. (2003, October). Cognitive hierarchies and the needfor curriculum-referencing assessments for constructivist achievement. Presented at the annual conference of the Association for Constructivist Teaching Conference, Portsmouth, VA.
32. Overbaugh, R C. & Lin, S. Y. (2005). Problem-based learning and fourth grade: Who really benefits? The Constructivist, 16(1). Available online: http://www.odu.edu/educ/act/journal/voll6no1/index.html
33. Pascarella, E. T., Whitt, A. N., Edison, M., Hagedorn, L. S., & Terezini, P. T. (1996). What have we learned from the first year of the national study of student learning? Journal of College Student Development, 37(2), 182-192.
34. Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-179.
35. Quenk, N. L. (1999). Essentials of Myers-Briggs Type Indicator assessment. New York: John Wiley & Sons.
36. Sproull, L., & Kiesler, S. (1993). Computers, networks, and work. In L. M. Harasim (Ed.), Global networks: Computers and international communication (pp. 105-119). Cambridge, MA: MIT Press.
37. Stein, D. (2004). Course structure: Most important factor in student satisfaction. Distance Education Report, 5(3), 4.
38. Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
39. Thurmond, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student satisfaction: Determining the impact of a Web-based environment by the controlling for student characteristics. The American Journal of Distance Education, 16(3), 169-189.
40. Wilson, R. L., & Weiser, M. (2001). Adoption of asynchronous learning tools by traditional full-time students: A pilot study. Information Technology and Management, 2, 363-375.
41. Wynd, W. R., & Bozman, C. S. (1996). Student learning style: A segmentation strategy for higher education. Journal of Education for Business, 71, 232-235.
42. Zafeiriou, G. J., Nunes, M., & Ford, N. (2001). Using students’ perceptions of participation in collaborative learning activities in the design of online learning environments. Education for Information, 19, 83-106.