Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model

Early identification of relevant factors that influence students’ experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students’ subjective experie...

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Autores principales:	Toni Malinovski, Marina Vasileva, Tatjana Vasileva-Stojanovska, Vladimir Trajkovik
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Quality of Experience distance learning high school students structural equation modeling survey Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9531002dfa964146a191f2a9ccf5b3c7
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spelling	oai:doaj.org-article:9531002dfa964146a191f2a9ccf5b3c72021-12-02T19:20:30ZConsidering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model10.19173/irrodl.v15i4.18081492-3831https://doaj.org/article/9531002dfa964146a191f2a9ccf5b3c72014-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1808https://doaj.org/toc/1492-3831 Early identification of relevant factors that influence students’ experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of quality of experience (QoE). One hundred and fifty-eight students from different high schools participated in several asynchronous and synchronous learning sessions and provided relevant feedback with comparable opinions regarding different conditions. Structural equation modeling was used as an analytical procedure during data analysis which led to a QoE prediction model that identified relevant factors influencing students’ subjective QoE. The results demonstrated no significant difference related to students’ behavior and expectations during both distance education methods. Additionally, this study revealed that students’ QoE in any situation was mainly determined by motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use during synchronous or quality of content during asynchronous activities. We also found moderate support between technical performance and students’ QoE in both learning environments. However, opposed to existing technology acceptance models that stress the importance of attitude towards use, high school students’ attitude failed to predict their QoE. Toni MalinovskiMarina VasilevaTatjana Vasileva-StojanovskaVladimir TrajkovikAthabasca University PressarticleQuality of Experiencedistance learninghigh school studentsstructural equation modelingsurveySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 4 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Quality of Experience distance learning high school students structural equation modeling survey Special aspects of education LC8-6691
spellingShingle	Quality of Experience distance learning high school students structural equation modeling survey Special aspects of education LC8-6691 Toni Malinovski Marina Vasileva Tatjana Vasileva-Stojanovska Vladimir Trajkovik Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
description	Early identification of relevant factors that influence students’ experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of quality of experience (QoE). One hundred and fifty-eight students from different high schools participated in several asynchronous and synchronous learning sessions and provided relevant feedback with comparable opinions regarding different conditions. Structural equation modeling was used as an analytical procedure during data analysis which led to a QoE prediction model that identified relevant factors influencing students’ subjective QoE. The results demonstrated no significant difference related to students’ behavior and expectations during both distance education methods. Additionally, this study revealed that students’ QoE in any situation was mainly determined by motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use during synchronous or quality of content during asynchronous activities. We also found moderate support between technical performance and students’ QoE in both learning environments. However, opposed to existing technology acceptance models that stress the importance of attitude towards use, high school students’ attitude failed to predict their QoE.
format	article
author	Toni Malinovski Marina Vasileva Tatjana Vasileva-Stojanovska Vladimir Trajkovik
author_facet	Toni Malinovski Marina Vasileva Tatjana Vasileva-Stojanovska Vladimir Trajkovik
author_sort	Toni Malinovski
title	Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
title_short	Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
title_full	Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
title_fullStr	Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
title_full_unstemmed	Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
title_sort	considering high school students’ experience in asynchronous and synchronous distance learning environments: qoe prediction model
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/9531002dfa964146a191f2a9ccf5b3c7
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Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model

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