Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity involved, as social and individual factors and behavioural impacts of using the new components have to be considered. Few studies have been reported in the literature identifying behavioural factors of learners' online learning experience when they interact with the content. Factors that affect learners' online learning experience, especially the affect factors, are less understood. This study therefore proposed and tested a model that explains the relationships among the affect factors and outcome behaviours of participants' online learning experience, taking into account individual difference, and employing a comparison based on a difference in content presentation. The data were collected from a professional training course offered by a university in the United States. The results support the assumption that time spent in study affects learning outcome and other outcome related behaviours. Also, positive relations between perceived quality of content design and outcome behaviour were found, indicating the effects of sense of presence and feeling of enjoyment on performance of creative tasks. The study intends to foster a deeper understanding of motivation and behaviours of online learning under innovative content design.

Factors impacting students' online learning experience in a learner-centred course

In traditional or online class, student-teacher relationship plays critical role in the overall growth of the students. Following the internet-based survey of 401 students from 18 public and private schools across the country, this study explored the online class status of the students, and their academic and social relations with their teachers during COVID-19 pandemic. The literature-based questionnaire was split into two parts (student backgrounds and online class status, and relationship) and had the Cronbach's alpha .892 for the relation related items. The results of descriptive and inferential statistics indicate that the students had a high degree of academic and social relation. It is significantly difference across gender (for social relation), age, class level, school type and internet connectivity for both academic and social relations but it was insignificant across students' residing regions, caste, parents' education and the edevices used in the online class. Based on the findings, this study advances some ways to increase active involvement of female students through inclusive participation of parents, schools and society, and to break through by supporting effective pedagogical practices and building warmth and positive online classes in establishing relation with secondary, adolescents or private school students.

Student-Teacher Relationship in Online Class of Nepali Schools during COVID-19

What factors are related to the satisfaction of online instructors at rural community colleges

Broadband is not equally accessible among students despite its increasing importance to education. We investigate the relationship between broadband and housing policy by joining two measures of broadband access with Depression-era redlining maps that classified neighborhoods based in part on racist and classist beliefs. We find that despite internet service provider self-reports of similar technological availability, broadband access generally decreases in tandem with historic neighborhood classification, with further heterogeneity by race/ethnicity and income. Our findings demonstrate how past federally-developed housing policies connect to the digital divide and should be considered in educational policies that require broadband for success.

Digital Redlining: The Relevance of 20th Century Housing Policy to 21st Century Broadband Access and Education

Although it is often assumed that the larger the bandwidth of the connection to the Internet, the better, few studies have actually been conducted to investigate the impact of various bandwidth connections on student performance in online courses. The goals of this study were to compare student online behaviors under different bandwidth connections and to investigate whether the type of course might be related to the impact of bandwidth for the behaviors. The present findings suggest that, while the use of “dial-up” versus “broadband” was related to some effects of behavioral differences, this relationship was not consistent across courses with different learning tasks. The study suggests that for online courses that are heavily learner-to-learner oriented, special considerations for students using dial-up access be considered. Introduction The increasing use of technologies, such as computers, the Internet, the World Wide Web in higher education, is shaping the current generation of distance learning. Among them, broadband technology has had a great impact on distance education due to its drastic increase in availability and use in the past five years. High speed Internet connection provided by the broadband technology does not only have a significant effect on reducing class time allocated by students searching for information on the Internet, but also provide them with more chances of synergy for knowledge construction by facilitating browsing, scanning, searching, transferring, and comparison of information on Web-based courses, and thus makes more online interactions possible. While the distribution of broadband access has proceeded rapidly, there are still many students taking online classes that are utilizing the dial-up method to access the Web and the online courses. This may be because they cannot pay for the higher cost of broadband or because this service is not available where they live. Accessing an online class at dial-up speeds hampers the delivery of sound, video, and graphics and creates a divide among students. In order to reduce the inequality between bandwidth usages in students’ method of accessing to the online courses, some online course providers restrict their users to only those who can access the course via broadband, whereas others use only text and simple graphics so that the lowest bandwidth can be accommodated. However, most institutions have to embrace the difference while students access to the online courses using either dial-up or broadband. This creates unique learning situations compared to former learning contexts, and at the same time, brings more complexity in educational assessment. To our knowledge, there is almost no research on the impact of bandwidth on student behavior and performance.

The Relationship of Bandwidth, Interaction, and Performance in Online Courses: A Study.

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The Relationship of Bandwidth, Interaction, and Performance in Online Courses: A Study.