Date of Award
2008
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
This study explores the relationship between distance learners' feelings of isolation or connectedness and the levels of interactions built into the course in a web-based distanceEducation. It asks: what is the relative effect of student active learning, instructor feedback, student/student interaction and student/instructor interaction on students' feelings of isolation or connectedness when controlling for student background information such as gender, age, employment, degree level, and distanceEducation experience. The research was conducted through an online survey on several Midwestern universities in fall of 2007. A sample of 505 students who took web-based distance courses completed the survey. A multiple hierarchical regression analysis was conducted to examine the data. In the first step, the five student background variables (Gender, Age, Degree level, Distance experience and employment) were forced into the regression equation, which was significant, F (7,497) = 2.30, p <.05. The combination of these variables accounted for 3% of the variance in feelings of isolation or connectedness. The stepwise method of entry was utilized for the four interaction variables. In the second step, Instructor Feedback entered the equation, F (8,496) = 44.49, p <.0005. It accounted for an additional 39% of the variance in feelings of isolation and connectedness. In the third step, Student/Student Interaction entered the equation, F (9,495) = 53.45, p <.0005. It accounted for an additional 8% of the variance in feelings of isolation and connectedness. In the fourth step, Student/Instructor Interaction entered the equation, F (10,494) = 52.12, p <.0005. It accounted for an additional 2% of the variance in feelings of isolation and connectedness. In the final equation, the only predictor variables that remained significant were Instructor Feedback [ t (494) = 12.60, p <.0005], Student/Student Interaction [t(494) = 5.74, p <.0005], and Student/Instructor Interaction [ t (494) = 4.57, p <.0005].
The results confirm the main alternative hypothesis: when considered together as predictors, student active learning, instructor feedback, student/student interaction and student/instructor interaction have significant effect on student feelings of isolation or connectedness.Recommended Citation
Jiang, Jianling, "Exploring The Relationship Between The Feelings Of Isolation Among Distance Learners And The Levels Of Interaction Built Into The Online Course" (2008). All-Inclusive List of Electronic Theses and Dissertations. 995.
https://scholars.indianastate.edu/etds/995