Relationships Among College Learners' Online Learning Perceptions, Behaviors, and Achievements via the Self-Determination Theory Approach

• In Event: 15.045 - Assessment, Learning Readiness, and Online Learning and Teaching Practices

Abstract

This study aimed to examine the relationships among college learners’ online learning perceptions, learning behaviors, and learning achievements in the online learning mode. To better understand college learners’ perceptions and personal motivational factors toward online learning, Deci and Ryan’s self-determination theory (SDT) was applied as a theoretical framework for online learning perceptions. Participants were 233 undergraduate Taiwanese students. Results from the structural equation model revealed personal learning preference and learning behaviors (as measured by the number of postings on the discussion board and by the times of viewing the learning materials) were significant predictors of learners’ online-discussion score. Moreover, the times of viewing the learning materials was a significant predictor of learners’ exam score. Suggestions for further research are provided.

Authors

• Huei-Chuan Wei, Institute of Education - National Chiao Tung University

• Chien Chou, National Chiao Tung University