Online Learning Environment

 Modelling students' flow experiences in an online learning

environment
The purpose of this research is to define and define the function of flow in students' behavioral
processes in virtual learning environments. An integrative model of flow in e-learning
environments is offered and tested to achieve this goal. Both qualitative and quantitative
methodologies were used in the actual component of the study. The latter included seven in-
depth interviews with professionals in e-learning environments as well as two separate groups.
The latter composed of an online poll that yielded 2574 valid questionnaires as a sample.
Exploratory and confirmatory analyses were used to test and validate the theoretical model.
The findings show that the most important direct antecedents of flow are time distortions and
concentrated attention. The environment's obstacles were discovered to be the most
significant indirect conditioner of the experience, although other elements, such as
customization (a new variable not examined in earlier flow research in the e-learning context),
were also significant. In short, this research sheds light on online browsing processes and, as a
result, a more appropriate design for an e-learning environment. Additionally, two direct
benefits of the flow experience have been demonstrated: positive affect (such as feelings of
happiness, satisfaction, and cheerfulness) and student learning. In conclusion, universities
would be better suited offering students with e-learning settings that encourage them to enter
a flow state.
REF: Esteban-Millat, I., Martínez-López, F. J., Huertas-García, R., Meseguer, A., & Rodríguez-
Ardura, I. (2014). Modelling students' flow experiences in an online learning environment.
Computers & Education, 71, 111-123.
Link: https://www.sciencedirect.com/science/article/abs/pii/S0360131513002674

 A review of predictive factors of student success in and

satisfaction with online learning
Online courses are perceived differently by students than regular courses. Negative attitudes
can lead to poor learning results, such as a lack of enthusiasm and perseverance. This review
will look at a variety of factors that affect adult learners' performance and satisfaction in online
learning environments, such as learning outcomes, instructional design, and learner
characteristics, before offering research suggestions and concluding with implications for online
learning for administrators, instructors, and course designers and students. For some students,
online learning may not be the best option. Identifying certain traits that lead to online success
versus failure could help anticipate learning outcomes and prevent students from enrolling in
online courses if this type of learning environment is not right for them. Knowing these learner
characteristics can also help faculty create high-quality online courses that match students'
needs. Student performance and happiness can be aided by appropriate instructional methods,
support, course structure, and design.
REF: Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online
learning. Research in Learning Technology, 23.

Link: https://repository.alt.ac.uk/2415/

 Examining the relationship among student perception of support,

course satisfaction, and learning outcomes in online learning
Student learning support is a critical component of maximizing student learning experiences in
every learning environment, and its significance has been widely discussed. This study focused
on student support, specifically in the context of a course, with a special emphasis on guidance
provided to students inside a course. For the purposes of this study, three types of support
were defined and used: instructional, peer, and technical support. In an undergraduate online
course at a prominent southeastern institution, a total of 110 students completed an online
survey on their impressions of support and course satisfaction. The findings revealed that
perceived support was linked to overall satisfaction with the online course. According to the
conclusions of this study, teachers should express what sorts of help are available to students
and provide a simple manner for students to obtain and utilize that support.

REF: Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the
relationship among student perception of support, course satisfaction, and
learning outcomes in online learning. The Internet and Higher Education, 14(3),
158-163.
Link: https://www.sciencedirect.com/science/article/abs/pii/S1096751611000236?
fbclid=IwAR0ZLShRjniqzd4HcCn3i1dw7WNgJ1rT0JHqVsZyugLgEByqqA1LIet97xc

 A Critical Study of Effectiveness of Online Learning on

Students' Achievement
The effectiveness in learning of tenth grade students in Physics when taught online and face to
face was investigated using an experimental method. The study makes use of a mash-up of
several online tools and learning environments. Because the website "Wiziq.com" provides
various online resources and a learning environment, it is employed in research on the impact
of online learning on student’s achievement. This study discovered a high level of achievement
among students who were taught and studied using online resources and in an online learning
environment. Similarly, achievement among students in face-to-face classes was reported to be
weak. This is because in face-to-face learning, collaboration and resource sharing are limited to
the four walls of the classroom, whereas online learning allows for learning, collaboration, and
resource sharing beyond those four walls. Online learning includes characteristics such as a user
center, user control, and communication, all of which help to make the teaching-learning
process more learner-centric.

REF: Baig, M. A. (2011). A Critical Study of Effectiveness of Online Learning on

Students' Achievement. Journal of Educational Technology, 7(4), 28-34.
Link: https://eric.ed.gov/?id=EJ1102153
 Making the right connections: improving quality in online
learning
This chapter suggests that pedagogical practice and, more importantly, pedagogical
conceptions are not necessarily changed by the use of online approaches. It is the teacher's
pedagogical conception and not the technology that appears to be the principal variable
affecting the nature and quality of teaching. Another issue is that most reports on the
effectiveness of online learning compare it to 'conventional' pedagogical approach. One of the
characteristics of the literature on online pedagogy is that, in cases when pedagogical
improvement over existing practice is stated, the data base for measuring change is dubious.
The Extended Learning Environment Network experience is still being evaluated, and there is no
data on student approaches or levels of learning outcomes yet. If the key to the development
of effective online pedagogy is the development of effective pedagogical practice, we may see
various potential paths for quality improvement.
REF: Jackson, B., & Anagnostopoulou, K. (2018). Making the right connections: Improving
quality in online learning. In Teaching & learning online (pp. 53-64). Routledge.
Link: https://www.taylorfrancis.com/chapters/edit/10.4324/9781315042527-7/making-right-
connections-improving-quality-online-learning-barry-jackson-kyriaki-anagnostopoulou