STUDENTS’ COURSE CONTENT TRAVERSAL DISPOSITIONS IN VIRTUAL LEARNING ENVIRONMENTS

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STUDENTS’ COURSE CONTENT TRAVERSAL DISPOSITIONS IN VIRTUAL LEARNING ENVIRONMENTS
Joseph Osodo, University of Eswatini, Swaziland

(Presented at the International Conference on Humanities, Social and Education Sciences (IHSES) which took place on April 16-19, 2024, in San Francisco, CA, USA (https://www.2024.ihses.net/) and at the International Conference on Life Sciences, Engineering and Technology (ILSET) (https://www.2024.ilset.net/) (https://www.2024.ictels.net/) organized by the International Society for Technology, Education and Science (ISTES) http://www.istes.org).

The study investigated students’ traversal dispositions in course structures in virtual learning environments, with regard to the linearity or non-linearity of the course material presentations. The study used a descriptive survey design. All of the 203 Year Three undergraduate students from the Faculty of Education participated in the study. The theoretical framework used was diffusion of innovations theory. The objectives of the study were to: establish students’ preferred online content structure by gender; and to find out the students’ preferred content structure by age. Content validity of the questionnaire was ascertained by discussing the items with experts in the discipline. The instrument had a test-retest reliability value of 0.78. A questionnaire was used to collect data. Descriptive statistics such as frequencies, percentages and measures of central tendency were used to analyze the quantitative data. The findings revealed that more female students were positively disposed towards non-linear content structures compared to their male counterparts. The study also found out that older students preferred linear content structures compared to their younger counterparts. The study could benefit educational practitioners, lecturers, tutors, online course designers, facilitators as well as the Ministry of Education. It is hoped that the study would provide research evidence on appropriate structural organization of content in e-learning for improved performance and also form a basis for further research on best practices.

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