Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses

Abstract

The radical restructure of hybrid and online learning course delivery methods at university-level held in Second Life has been widely and positively acknowledged from a large academic literature body. However, it is still absent the clarification of students’ socio-cognitive factors that predict their choice to attend at least in one of these course delivery methods. The main purpose of this study is to examine the relation between several personal factors and students’ choice to participate in these contemporary methods. A targeted sample of 325 voluntary students (170 who participated in hybrid sessions and 155 who participated in online sessions) completed a survey to assess socio-cognitive factors (self-efficacy, metacognitive self-regulation and task value), achievement-related emotions (pride, anger, relief and shame) in academic settings (before and after finishing various learning activities) and satisfaction levels of each method with also final grades from their examination processes to be included. Logistic regression confirmed higher levels of students’ self-efficacy and satisfaction in learning outcomes for those who took part in (fully) online rather than those who enrolled in hybrid courses. The study results revealed that students would prefer to take further courses in the online course delivery method. Conclusive remarks may provide meaningful information to the educational community in order to understand better how the socio-cognitive constructs of motivation are related to the students’ participation in future-driven educational activities held in Second Life by using the online or hybrid course delivery methods.