The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions Yu-Chun Kuo Yu-Tung Kuo Andrew.

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The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions Yu-Chun Kuo Yu-Tung Kuo Andrew Walker

Purpose An examination of the relationships between predictors (learner-learner interaction, learner-instructor interaction, and Internet self-efficacy) and student satisfaction

Literature Review Interaction  Learner-learner interaction  Learner-instructor interaction Internet self-efficacy  the belief in one’s capability to organize and execute courses of Internet actions required to produce given attainments

Course Implementation 2 weeks of online sessions & 14 weeks of traditional face-to- face sessions online synchronous sessions: Interwise technology tools Interwise: A Web conferencing tool that provides individuals the opportunities of real-time communications by voice and graphics over the Internet (Academic Technology Center, 2006).

Sample Course: Introduction to Transportation Technology, Department of Industrial Technology Education (ITE), National Taiwan Normal University The return rate: 88%.

Measurement A questionnaire: four major sections (student basic information, student perceptions of two types of interactions, Internet self- efficacy and student satisfaction) Interaction & satisfaction: A 5–point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) Internet self-efficacy scale: A 7-point scale that ranged from 1 (very unlikely) to 7 (very likely)

Data Collection and Analysis Paper-based and electronic surveys SPSS

Descriptive Information Interactions & SatisfactionMeanStd. Deviation α learner-learner interaction (7 items) learner-instructor interaction (8 items) Internet self-efficacy (8 items) Satisfaction (5 items)

Correlation analyses learner- learner learner- instructor Internet self- efficacysatisfaction learner-learner －.462** ** learner-instructor －.523**.747** Internet self-efficacy －.398** satisfaction －

Regression analyses Variables BSE BβtpToleranceVIF (Constant) learner-learner ** learner-instructor *** Internet self- efficacy

Conclusions Learner-learner and learner-instructor interactions are both good predictors of student satisfaction Learner-instructor interaction was found to be the strongest predictor in this study, compared to learner-learner interaction