期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：7
页码：3043-3052
DOI：10.29333/ejmste/91606
出版社：Pamukkale Univ Dept Sci Education
摘要：Introduction: Online learning platforms potentially increase student engagement and
interactivity, thus contributing toward enhancing students’ satisfaction with distance
learning. The main aim of this research is to investigate the efficacy of an interventional
online module based on Moore transactional distance theory on students’ learning
autonomy and satisfaction regarding the utilization of distance learning.
Materials and Methods: An experimental design was conducted with a stratified
random sample of 100 students (50 control and 50 intervention) from the University
College of Applied Sciences, Palestine. Three tools were applied in this study: the DELES
instrument, which was given to the intervention group, another validated tool that was
given to the control group and an achievement test that was introduced to both
groups. The intervention included educational and training sessions that were given in
the environment of online learning after the student’s baseline assessment.
Results: It was noted that there was a significance difference in the domain of
instructor support before and after the intervention within the intervention group. It
was also observed that there was no significant difference (NSD) in the mean scores
for students’ collaboration and interaction, satisfaction and learning autonomy within
the intervention group before and after the intervention. Moreover, there was NSD in
mean scores for remembering, understanding or application among two groups
(control and intervention) before and after the intervention, whereas it was a significant
difference in the mean analysis score among the intervention and the control group
before and after the intervention.
关键词：distance learning; Moore theory; transnational distance theory; Moodle
