English
18 (1) 2023
Đo lường trải nghiệm của người học đại học trực tuyến
Tác giả liên hệ, Email:Ngày nộp: 27-03-2023
Ngày duyệt đăng: 15-05-2023 Ngày xuất bản: 05-06-2023
Tóm tắt
Từ khóa
Trích dẫn:
Duong, C. D., & Nguyen, T. N. (2023). Đo Lường Trải nghiệm Của Người Học Đại học Trực Tuyến [Measuring online university learners’ experience]. Tạp chí Khoa học Đại học Mở Thành phố Hồ Chí Minh – Khoa học xã hội, 18(1), 17-32. doi: 10.46223/HCMCOUJS.soci.vi.18.1.2708.2023
Tài liệu tham khảo
Akyol, Z., & Garrison, R. D. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. Journal Education Technology, 42(2), 233-250.
Anagnostopoulos, D., Basmadjian, K. G., & McCrory, R. S. (2005). The decentered teacher and the construction of social space in the virtual classroom. Teachers College Record, 107(8), 1699-1729.
Anderson, L.W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... Wittrock, M. C. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York, NY: Longman.
Arbaugh, B. J., Cleveland-Innes, M., Diaz, S. R., Garrison, R. D., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. Internet High Education, 11(3/4), 133-136.
Arbaugh, J. B. (2005). How much does “subject matter” matter? A study of disciplinary effects in on-line MBA courses. Academy of Management Learning & Education, 4(1), 57-73.
Arnold, N., & Ducate, L. (2006). Future foreign language teachers’ social and cognitive col- laboration in an online environment. Language Learning Technology, 10(1), 42-66.
Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87.
Boston, W., Díaz, S. R., Gibson, A. M., Ice, P., Richardson, J., & Swan, K. (2009). An exploration of the relationship between indicators of the community of inquiry framework and retention in online programs. Journal Async Learning Network, 13(3), 67-83.
Campbell, P., & Cleveland-Innes, M. (2005). Educational presence in the community of ınquiry model: The student’s viewpoint. Paper presented at 21st Annual Conference on Distance Teaching and Learning.
Celani, M. A. A., & Collins, H. (2005). Critical thinking in reflective sessions and in online interactions. AILA Review, 18(1), 41-57.
Celentin, P. (2007). Online training: Analysis of interaction and knowledge building patterns among foreign language teachers. Journal of Distance Education, 21(3), 39-58.
Chen, A., Lu, Y., & Wang, B. (2017). Customers’ purchase decision-making process in social commerce: A social learning perspective. International Journal of Information Management, 37(6), 627-638.
Dewey, J. (1938). Experience and education. New York, NY: Collier Books.
Dixon, M., Kuhlhorst, M., & Reiff, A. (2006). Creating effective online discussions: Optimal instructor and student roles. Journal of Asynchronous Learning Networks, 10(3), 15-28.
Fiss, P. C. (2011). Building better causal theories: A fuzzy set approach to typologies in organization research. The Academy of Management Journal, 54(2), 393-420.
Fiss, P. C., Marx, A., & Cambré, B. (2013). Configurational theory and methods in organizational research: Introduction. In Configurational theory and methods in organizational research. Bingley, UK: Emerald Group Publishing Limited.
Garrison, D. R. (2011). Critiques & responses. Truy cập ngày 10/10/2022 tại https://www.printfriendly.com/p/g/bN3gdW
Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice. Oxfordshire, UK: Taylor & Francis.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet Higher Education, 10(3), 157-172.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Hoboken, NJ: John Wiley & Sons.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7-23.
Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. Handbook of Distance Education, 1(4), 113-127.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: a retrospective. Internet Higher Education, 13(1/2), 5-9.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal Async Learning Network, 8(2), 61-74.
Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet Higher Education, 2(2/3), 87-105.
Gunawan, D. D., & Huarng, K. H. (2015). Viral effects of social network and media on consumers’ purchase intention. Journal of Business Research, 68(11), 2237-2241.
Heckman, R., & Annabi, H. (2005). A content analytic comparison of learning processes in online and face-to-face case study discussions. Journal of Computer-Mediated Communication, 10(2). doi:10.1111/j.1083-6101.2005.tb00244.x
Hilliard, L. P., & Stewart, M. K. (2019). Time well spent: Creating a community of inquiry in blended first-year writing courses. The Internet and Higher Education, 41, 11-24.
Hoskins, B. J. (2012). Connections, engagement, and presence. The Journal of Continuing Higher Education, 60(1), 51-53.
Hwang, A., & Arbaugh, J. B. (2006). Virtual and traditional feedback-seeking behaviors: Underlying competitive attitudes and consequent grade performance. Journal of Innovative Education, 4(1), 1-28.
Jackson, J., Huq, A. Z., Bradford, B., & Tyler, T. R. (2013). Monopolizing force? Police legitimacy and public attitudes toward the acceptability of violence. Psychology, Public Policy, and Law, 19(4), Article 479.
Kock, N. (2020). Harman’s single factor test in PLS-SEM: Checking for common method bias. Data Analysis Perspectives Journal, 2(2), 1-6.
Kupczynski, L., Ice, P., Wiesenmayer, R., & McCluskey, F. (2010). Student perceptions of the relationship between indicators of teaching presence and success in online courses. Journal of Interactive Online Learning, 9(1).
Larsen, R., & Warne, R. T. (2010). Estimating confidence intervals for eigenvalues in exploratory factor analysis. Behavior Research Methods, 42, 871-876.
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge University Press.
Luebeck, J. L., & Bice, L. R. (2005). Online discussion as a mechanism of conceptual change among mathematics and science teachers. Journal of Distance Education, 20(2), 21-39.
Mackie J. L. (1965). Causes and conditions. American Philosophical Quarterly, 2(4), 245-264.
Markel, K. S., & Frone, M. R. (1998). Job characteristics, work-school conflict, and school outcomes among adolescents: Testing a structural model. Journal of Applied Psychology, 83(2), 277-287.
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55-65.
Molinari, D. L. (2004). The role of social comments in problem-solving groups in an online class. American Journal of Distance Education, 18(2), 89-101.
Murphy, E. (2004a). Recognizing and promoting collaboration in an online asynchronous discussion. British Journal of Educational Technology, 35(4), 421-431.
Murphy, E. (2004b). Identifying and measuring ill-structured problem formulation and resolution in online asynchronous discussions. Canadian Journal of Learning and Technology, 30(1), 5-20.
Nguyen, T. D., & Nguyen, T. T. M. (2015). Can knowledge be transferred from business schools to business organizations through in-service training students? SEM and fsQCA findings. Journal of Business Research, 68(6), 1332-1340.
Omar, M. S., Ismail, S. L., & Jang, J. M. J. (2022). The influence between ICT and E-learning on student satisfactıon. International Journal of Technical Vocational and Engineering Technology (iJTveT), 3(2), 11-16.
Ordanini, A., Parasuraman, A., & Rubera, G. (2014). When the recipe is more important than the ingredients: A Qualitative Comparative Analysis (QCA) of service innovation configurations. Journal of Service Research, 17(2), 134-149.
Ospina-Delgado, J., & Zorio-Grima, A. (2016). Innovation at universities: A fuzzy-set approach for MOOCintensiveness. Journal of Business Research, 69(4), 1325-1328.
Peirce, C. S. (1955). Philosophical writings of Peirce (Vol. 217). Chelmsford, MA: Courier Corporation.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21-40.
Ragin, C. C. (2009). Qualitative comparative analysis using fuzzy sets (fsQCA). Configurational Comparative Methods: Qualitative Comparative Analysis (QCA) and Related Techniques, 51(8), 87-121.
Russell, D. W. (2002). In search of underlying dimensions: The use (and abuse) of factor analysis in Personality and Social Psychology Bulletin. Personality and Social Psychology Bulletin, 28(12), 1629-1646.
Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Netvworks, 10(1), 35-44.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computer Education, 52(3), 543-553.
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136.
Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. In Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). Hershey, PA: IGI global.
Williams, E. A., Duray, R., & Reddy, V. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4), 592-616.
Woodside, A. G. (2013). Moving beyond multiple regression analysis to algorithms: Calling for adoption of a paradigm shift from symmetric to asymmetric thinking in data analysis and crafting theory. Journal of Business Research, 66(4), 463-472.
Yoo, Y., Kanawattanachai, P., & Citurs, A. (2002). Forging into the wired wilderness: A case study of a technology-mediated distributed discussion-based class. Journal of Management Education, 26(2), 139-163.
Zadeh, L. (1965). Fuzzy sets. Inform Control, 8, 338-353.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.