The relationships among college students' use of and attitudes toward CMS's interactive functions and their online learning performance

Huei Chuan Wei*, Chien Chou

*Corresponding author for this work

Research output: Contribution to conferencePaperpeer-review

Abstract

For over a decade, online courses have grown in higher education on both a percentage and numeric basis. With the increase of online learning in higher education, there are increasing numbers of discussions about factors concerning successful online learning or students' achievement. This study examines the relationships among learners' use of course management system (CMS) interactive functions, attitudes toward CMS, and online learning performance. Data was drawn from 407 undergraduate students who enrolled in a general education online course from three universities in Taiwan. The results suggest that a relationship between learners' attitudes toward CMS and use of CMS interactive functions, but not with online learning performance. In addition, the results indicated that learners' use of learner-self and learner-instructor/learner interactive functions are related to online discussion participation scores, and learners' use of learner-content interactive functions is related to exam scores. Implications and future research directions are provided and discussed in an integral manner.

Original languageEnglish
Pages854-864
Number of pages11
StatePublished - 1 Jan 2013
Event21st International Conference on Computers in Education, ICCE 2013 - Bali, Indonesia
Duration: 18 Nov 201322 Nov 2013

Conference

Conference21st International Conference on Computers in Education, ICCE 2013
CountryIndonesia
CityBali
Period18/11/1322/11/13

Keywords

  • Interactive functions
  • Interactivity
  • Online course
  • Online learning performance

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