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Chapter 3: Research and Distance Education (Learner Perceptions,…

- - - - Research broken into 4 categories:
        
        Course environment (Simonson, Smaldino, & Zvacek, 2015).
        
        Learner outcomes (Simonson, Smaldino, & Zvacek, 2015).
        
        Learner characteristics (Simonson, Smaldino, & Zvacek, 2015).
        
        Instructional and administrative characteristics (Simonson, Smaldino, & Zvacek, 2015).
- - - - Variables that impacted dropouts
        
        Overall educational goals (Simonson, Smaldino, & Zvacek, 2015).
        
        Amount of time spent studying (Simonson, Smaldino, & Zvacek, 2015).
    - - Learners like to have control over their learning environment and see this level of control has a direct influence on student satisfaction and course engagement (Simonson, Smaldino, & Zvacek, 2015).
      - Using online teaching and tools for learning is related to student learning style (Simonson, Smaldino, & Zvacek, 2015).
      - Cognitive learning style is taken into account in web-based learning (Simonson, Smaldino, & Zvacek, 2015).
      - A variety of different approaches should be utilized in course design because not all learners are the same (Tallen-Runnels, et. al., 2006).
  - - - Greatest impacts were seen with student-to-student and student-to-content interactions in comparison to student-to-teacher interaction (Bernard et. al., 2009).
      - Orellana (2006) conducted research on whether class size had an impact on interaction.
        
        Optimal class size is 20
        
        Optimal class size to facilitate interaction is 16