The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment
This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning....
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Athabasca University Press
2016
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oai:doaj.org-article:ccd6c372cda140b499a16ef2adddecfd2021-12-02T19:25:15ZThe Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment10.19173/irrodl.v17i6.25811492-3831https://doaj.org/article/ccd6c372cda140b499a16ef2adddecfd2016-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2581https://doaj.org/toc/1492-3831This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of e-learning students with visual impairment was collected in Seoul, Korea over three weeks from November to December 2012. One hundred and three students completed the survey via email or telephone. The results showed significant associations between learning-related anxiety and intention to persist with e-learning. Three types of online interactions had different roles in and effects on the relationship between learning-related anxiety and intention to persist. Suggestions for improving intention to persist among students with visual impairment and for facilitating online communications were discussed. Yunjin OhSoon Min LeeAthabasca University Pressarticleonline interactionslearning-related anxietyintention to persiststudents with visual impairmentSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 6 (2016) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
online interactions learning-related anxiety intention to persist students with visual impairment Special aspects of education LC8-6691 |
| spellingShingle |
online interactions learning-related anxiety intention to persist students with visual impairment Special aspects of education LC8-6691 Yunjin Oh Soon Min Lee The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment |
| description |
This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of e-learning students with visual impairment was collected in Seoul, Korea over three weeks from November to December 2012. One hundred and three students completed the survey via email or telephone. The results showed significant associations between learning-related anxiety and intention to persist with e-learning. Three types of online interactions had different roles in and effects on the relationship between learning-related anxiety and intention to persist. Suggestions for improving intention to persist among students with visual impairment and for facilitating online communications were discussed.
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| format |
article |
| author |
Yunjin Oh Soon Min Lee |
| author_facet |
Yunjin Oh Soon Min Lee |
| author_sort |
Yunjin Oh |
| title |
The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment |
| title_short |
The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment |
| title_full |
The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment |
| title_fullStr |
The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment |
| title_full_unstemmed |
The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment |
| title_sort |
effects of online interactions on the relationship between learning-related anxiety and intention to persist among e-learning students with visual impairment |
| publisher |
Athabasca University Press |
| publishDate |
2016 |
| url |
https://doaj.org/article/ccd6c372cda140b499a16ef2adddecfd |
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| _version_ |
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