Improving online learning: Student perceptions of useful and challenging characteristics

By Liyan Song, Ernise Singleton, Janette R. Hill, M. Koh. Internet and Higher Education, 2004

1,064 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5767d62d692821a3a4463a33050eb61505c360b6

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Innovation in education: what works, what doesn’t, and what to do about it? (2017, background): “Demand for online learning is largely driven by working adult students (WALs) willing to have broad access to education and, at the same time, to accommodate learning to their busy lives, rather than by its effectiveness as a cognitive tool, which is determined by its most attractive feature – conve”
Effect of pandemic based online education on teaching and learning system (2021, neutral): “Earlier studies report that students feel a lack of community, technical problems, and difficulties in understanding instructional goals are the major barriers to online learning (Song et al., 2004).”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “…courses: students’ feelings of isolation (Lewis & Abdul-Hamid, 2006; Ortiz-Rodriguez, Telg, Irani, Roberts, & Rhoades, 2005; Russo & Campbell, 2004; Song & Singleton, 2004) by providing opportunities for students to create connections with the instructor, students, and course content (Young, 2006).”
The Reciprocal and Correlative Relationship between Learning Culture and Online Education: A Case from Saudi Arabia. (2014, background): “…learning enables institutions and/or instructors to reach new learners at a distance, increase convenience, and expand educational opportunities (Bourne, McMaster, Rieger, & Campbell, 1997; Hara & Kling, 2000; Hill, 2002; Hofmann, 2002; Owston, 1997; Rourke, 2001; Schrum, 2000; Song et al., 2004).”
Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis (2020, background): “Moreover, time management is a crucial effectiveness factor for successful online learning [85].”
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning (2011, background): “Thorpe (2002) recognized two contexts for learner support: the institutional context and the course context.”
Understanding Web-based learning continuance intention: The role of subjective task value (2008, background): “[36] reported that most learners agreed that motivation and time management impacted the success of their online learning experience.”
A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022, background): “All the above issues may be related to the greater problem of the imbalance between the demand for e-courses and appropriate pedagogical planning (e.g., Abernathy [8]; Alonso et al. [70]; Khalil nd Elkhider [3]; and Song et al. [16]).”
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017, background): “Technical problems with regard to instructional design were a challenge to online learners thus not indicating effectiveness (Song et al., 2004), though the authors also indicated that descriptive statistics to a tune of 75% and time management (62%) impact on success of online learning.”
Creating effective student engagement in online courses: What do students find engaging? (2010, background): “In an online course, where the risk of students feeling isolated is of greater concern (Lewis and Abdul-Hamid, 2006; Ortiz-Rodriguez, et al, 2005; Russo and Campbell, 2004; Song and Singleton, 2004), it may be more important that learning include student to student and student to instructor communic”
Online Learning: A Panacea in the Time of COVID-19 Crisis (2020, background): “Students feel that lack of community, technical problems, and difficulties in understanding instructional goals are the major barriers for online learning (Song et al., 2004).”