Abstract/Details

Japanese online distance learners' opinions and learning preferences: A mixed methods study


2007 2007

Other formats: Order a copy

Abstract (summary)

The purpose of this concurrent mixed methods study was to develop a comprehensive description of the online distance learners at a Japanese university. A questionnaire was developed by the researcher based on a preliminary open-ended item questionnaire and a review of the work of Moore (1989) and others, designed to measure student opinions and preferences for five aspects of the distance learning experience: student-teacher interaction, course clarity, student-student interaction, student-computer interaction and student autonomy. The questionnaire was made available to all students at Z University via a web-based survey, resulting in a response rate of 31.3% (N=424).

The quantitative findings indicated this distance learning context attracted predominantly older, female learners, nearly half of whom having previous distance learning experience. These learners were primarily motivated to enter the program because of the convenience of being able to study at times and places that suited their busy lifestyles with its demands from work and family. The qualitative responses indicated many students found it challenging to find the time (22.3%) or maintain the motivation to study (23.7%).

Students had favorable opinions about the clarity of course content and assignments, computer use, and their abilities to meet the challenges of study presented by this learning context. Students had less favorable opinions about interaction with the teacher and interaction with other students. This finding was supported by the qualitative responses where many students indicated that interaction was lacking or difficult in an online environment with the teacher (27.0%) or with other students (22.0%).

A multiple regression analysis indicated student satisfaction with learning was higher for students who: (1) could maintain motivation in the face of comprehension difficulties and isolation, (2) found it easy to interact with instructors, (3) found computers easy to use, and (4) did not prefer social interaction with others when learning. Overall, the high level of student satisfaction with learning indicated this university was able to attract students suited to the demands and opportunities this distance learning context provided.

Indexing (details)


Subject
Adult education;
Continuing education;
Educational software;
Higher education
Classification
0516: Adult education
0516: Continuing education
0710: Educational software
0745: Higher education
Identifier / keyword
Education; Distance learners; Japanese; Learning preferences; Online
Title
Japanese online distance learners' opinions and learning preferences: A mixed methods study
Author
Bray, Eric H.
Number of pages
277
Publication year
2007
Degree date
2007
School code
0138
Source
DAI-A 68/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549151203
Advisor
Dlugosh, Larry
University/institution
The University of Nebraska - Lincoln
Department
Educational Studies
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3275079
ProQuest document ID
304838897
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304838897
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.