ERIC Number: EJ1075039
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0892-3647
EISSN: N/A
The Impact of Findability on Student Motivation, Self-Efficacy, and Perceptions of Online Course Quality
Simunich, Bethany; Robins, David B.; Kelly, Valerie
American Journal of Distance Education, v29 n3 p174-185 2015
This study investigated whether "findability," an aspect of usability, is an important component in student perceptions of/satisfaction with online courses and, as such, should be considered more heavily in online course design. Using standard usability testing measures, such as eye-tracking, time-on-task, and think-alouds, participants were asked to find essential course components in either a course with high findability or a modified version of the course with low findability in order to determine the impact on student perceptions of course quality and experience. Participants rated those courses with high findability as a better overall experience (based on five dimensions). Additionally, this study was intended to begin the process of linking findability to student achievement of learning outcomes by using pre- and posttest measures of motivation and self-efficacy and evaluating how they are affected by findability. Students reported lower levels of self-efficacy and motivation after interacting with courses rated low in findability. Additionally, a negative, linear relationship was found between findability and both self-efficacy and motivation. The researchers believe this study to be the first in a series of studies that will eventually lead to determining if findability and/or usability have a direct impact on student learning outcomes and, if so, what the standards are in these areas that should be set forth for online courses.
Descriptors: Online Courses, Student Attitudes, Student Motivation, Self Efficacy, Educational Quality, Usability, Satisfaction, Eye Movements, Time on Task, Protocol Analysis, Student Experience, Pretests Posttests, Correlation, Control Groups, Experimental Groups, Comparative Analysis, Statistical Analysis, Likert Scales, Scores, Learning Strategies, Questionnaires, College Students, Focus Groups
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A