In light of the proliferation of online and blended schools and programs, more research in the field of online learning is needed to predict how students learn, how pedagogy should be implemented, how effective curricula should be organized, and more importantly, how human-technology interactions should be managed. Many studies have found contributing factors that may improve SLO, but to date no model has emerged from the online research literature with predictable factors of SLO in online learning. Contemporary research has focused on the effects of two main categories of factors and their interactions: Learner or Student Characteristics/Factors (LF) and Learning or Course environment Characteristics/Factors (LEF). LF (defined as those attributes of successful students that allow them to deal with the "complexity" of a Virtual Learning Environment (VLE)) and LEF (defined as attributes that are neither innate to, or under the control of the learner) are adopted because the learner encompasses the definition of a student, and learning environment encompasses the definition of a course environment.
In this study we develop a model for predicting SLO in online learning using scaled items from various survey and prediction instruments. We also identify main, interaction, and mediation effects. To accomplish this goal, we expounded some research findings. First is that past student academic performance, measured by GPA, is a significant predictor of SLO (Roblyer, 2008; Dille and Mezack, 1991; Wang and Newlin, 2000; Parker, 2003). Along this line, we asked if other levels such as background in the content area of the course can also predict SLO, and whether the impact varies for different age groups? Second is that learner-content (L-C) interaction (Strachota, 2006) and learner-instructor interaction (Strachota, 2006; Fredericksen et al., 2000) are significant predictors of online student satisfaction.
A survey questionnaire was administered during the Fall 2010 and Summer 2011 semesters to graduate students taking online courses in SPD, and undergraduate and graduate students in the Technology and Society's GOM programs. No incentives were provided for completing the questionnaire except that the following information was included either in the course spaces next to the survey questionnaire or verbally stated: "The goal of this survey is for us to get to know our online student population so that we can provide better services."
Background of Stony Brook University's GOM and SPD Online Learning Programs
The Global Operations Management (GOM) program hybrid e-learning model was established in 2002 by the Department of Technology and Society to deliver a hybrid synchronous instruction to students in Taiwan and in the U.S. This hybrid model consists of face-to-face and online learning platforms. The graduate students, most of whom are working professionals, complete their degree in two years. At present, more than 100 students in Taiwan have completed their Master's degree using this model.
How does it work?
In the first week of every course, the lecturer flies to Taiwan on Wednesday or arrives in Taipei no later than Thursday. The lecturer has one day of rest in the city of Taipei and on Friday, the class has a night session for two hours. On Saturday and Sunday the class holds 5-hour sessions each day. During these 12 hours of traditional learning environment, Face-to-Face meetings with all the students, networking, collaboration, getting to know each other, and several other interactions take place. Most importantly, students are helped to understand the course platform and infrastructure so that they have a grasp of the entire program.
Ten sessions of 2 ½ hour lectures are held on Wimba once a week from 8:30AM to 11AM during the daylight savings time and from 8AM to 10:30AM during the winter session. Blackboard is used to manage the course schedule, homework assignment, course documents, and the PowerPoint for each lecture. The course discussion between students and lecturer take place on Blackboard and Skype platforms.
How are the classes scheduled?
In a regular school schedule, we have Fall and Spring semesters and two five-week summer sessions. In a regular semester there are 15 weeks, and one lecture is held each week for 2 ½ hours. The total lecturing hours is 15 times 2 ½ or 37.5 hours for every Graduate Course. During the early years of the GOM program, our nonresident working professionals had a problem completing the entire program in a reasonable time or about 5 years. Because of their busy work schedule, they could only handle one course per semester, and took vacations during the summer. Having deliberated on these potential problems, we configured the program to a 12 weeks schedule in which we offer four 12-week terms each year. During each 12 weeks, 14 sessions are held—-one lecture for 2 ½ hours, a mid-term examination on the 6th weekend, and a final presentation on the last weekend. In the hybrid eLearning model, we have 12 ½ hours of lectures on the first weekend and 8 lectures afterward on Wimba. There are two weekends for Mid-term examination and final presentation. Total hours for this learning model is 12 ½ plus ten 2 ½ or 37.5 hours, which is the same as 15 weeks for the Fall or Spring semester. More details on the instructional delivery method is outlined in the paper.
The School of Professional Development (SPD) program offers various graduate and advanced graduate certificate programs to both traditional and nontraditional students. The courses are offered asynchronously throughout the year.
The implications of Learner and Learning Environment Factors on Student Learning Outcomes in these two online programs are elaborated in detail in the paper.
