Abstract
<p>Early identification of relevant factors that influence students’ experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of <em>quality of experience</em> (QoE). One hundred and fifty-eight students from different high schools participated in several asynchronous and synchronous learning sessions and provided relevant feedback with comparable opinions regarding different conditions. Structural equation modeling was used as an analytical procedure during data analysis which led to a QoE prediction model that identified relevant factors influencing students’ subjective QoE. The results demonstrated no significant difference related to students’ behavior and expectations during both distance education methods. Additionally, this study revealed that students’ QoE in any situation was mainly determined by motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use during synchronous or quality of content during asynchronous activities. We also found moderate support between technical performance and students’ QoE in both learning environments. However, opposed to existing technology acceptance models that stress the importance of attitude towards use, high school students’ attitude failed to predict their QoE.</p>
Highlights
ObjectivesThe purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of quality of experience (QoE)
Even though certain studies have categorized students involved in K–12 environments as “digital natives” (Koutropoulos, 2011; Li & Ranieri, 2010; Prensky, 2001) we moved beyond this concept based on generational differences and assessed high school students as the same as any distance education practitioner in order to obtain conclusions which are specific for this target group
In the course of our research activities, we defined latent constructs measured through a set of observed variables, demonstrated strong measurement structure, and proposed a model that formulated interrelationships among technical performance, students’ motivation, attitude, and ease of usage or context, while predicting high school students’ quality of experience (QoE)
Summary
The purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of quality of experience (QoE). This study aims to identify relevant factors that influence high school students’ subjective experience and quality expectations during distance education activities, in a form of quality of experience (QoE). This study aimed to identify factors that influence high school students’ QoE from distance education environments which involve asynchronous and synchronous activities. Motivated by a need to understand the nature of the high school students participating in distance education environments, the purpose of this study was to identify relevant factors that influence their subjective QoE, while further comparing outcomes during asynchronous and synchronous learning conditions
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