Abstract
Online learners’ persistence and high dropout rate is a crucial problem in online learning context. Online learners’ satisfaction is a major factor affecting persistence. How to design feedback strategies to promote learners’ engagement is a problem that needs to be solved. In this paper, the factors affecting online learners’ persistence is analyzed. Based on these results, feedback strategies for promoting online learners’ persistent and decreasing dropout are presented from three perspectives: cognition, metacognition and motivation. These strategies would direct to design feedback in the online learning context.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Hart, Carolyn.: Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature. Journal of Interactive Online Learning 11.1 (2012).
Levy, Yair.: Comparing dropouts and persistence in e-learning courses. Computers & education 48.2 (2007): 185-204.
Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000).: Student satisfaction and perceived learning with on-line courses: principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 7–41.
Gikandi J W, Morrow D, Davis N E.: Online formative assessment in higher education: A review of the literature[J]. Computers & Education, 2011, 57(4): 2333-2351.
Sun, Pei-Chen, et al. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction.: Computers & Education 50.4 (2008): 1183-1202.
Shih, C., T. Ingebritsen, J. Pleasants, K. Flickinger, and G. Brown, G. 1998.: Learning strategies and other factors influencing achievement via Web courses. Proceedings of the 14th Annual Conference on Distance Teaching and Learning (359–363). Madison, WI. (ED 422876).
Palmer, Stuart R., and Dale M. Holt. :Examining student satisfaction with wholly online learning. Journal of computer assisted learning 25.2 (2009): 101-113.
Piccoli, Gabriele, Rami Ahmad, and Blake Ives. :Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS quarterly (2001): 401-426.
Lin, Lijia, et al.: Animated agents and learning: Does the type of verbal feedback they provide matter?. Computers & Education 67 (2013): 239-249.
Crook, Anne, et al.: The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?.Computers & Education 58.1 (2012): 386-396.
Roll, Ido, et al.: Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction 21.2 (2011): 267-280.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ma, Y., Huang, R., Zhang, X., Guo, J. (2015). Design Tutoring Feedback to Increase Online Learners’ Satisfaction. In: Chen, G., Kumar, V., Kinshuk, ., Huang, R., Kong, S. (eds) Emerging Issues in Smart Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44188-6_16
Download citation
DOI: https://doi.org/10.1007/978-3-662-44188-6_16
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-44187-9
Online ISBN: 978-3-662-44188-6
eBook Packages: Humanities, Social Sciences and LawSocial Sciences (R0)