An Exploratory Study on Learners’ Perception of Online Learning: Minority Students in Continuing Education

• In Event: The Role of Learning Environments in Supporting Underserved and Understudied Populations

Abstract

The study aimed to investigate online learners’ perceptions of interaction, satisfaction, and performance with the use of Blackboard. The effects of student background variables and course-related variables on interaction were explored. The sample were 170 online African-American students in continuing education. Quantitative approach was used to analyze the collected data. Results indicated that learner-content interaction and learner-instructor interaction significantly contributed to student satisfaction in online courses without involving group activities. Internet self-efficacy was positively associated with three types of interaction. Student satisfaction was positively related to student performance. Learner-instructor interaction was influenced most by student background variables, and learner-learner interaction by course-related variables. Learner-content interaction, as the strongest predictor of student satisfaction, was not affected by student- or course-related variables.

Author

• Yu-Chun Kuo, Rowan University