About this paper

Appears in:
Pages: 4165-4174
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

STUDY OF THE RELATION OF THE VIRTUAL EDUCATION STUDENTS' INTERACTIONS, SELF-DIRECT LEARNING READINESS AND COGNITIVE AND META-COGNITIVE STRATEGIES WITH THEIR ACADEMIC SATISFACTION

N. Saeed

Shahid Bahonar University of Kerman (IRAN)
Introduction
In the recent years, different factors effective on e-learner's satisfaction have been studied. The learners' satisfaction has been considered to be one of the main reasons for predicating learning and its application in the on-line environment. Since learner's success at a system depends on the user's satisfaction, by increasing the satisfaction levels learners will become more willing to use e-learning system in the future. User's high-level satisfaction increases his or her motivation and commitment to the programs related to e-learning; and also, satisfaction results in achieving higher academic results and reducing the rate of academic drop. Satisfaction has a remarkable influence on the rate of learners' willingness to continue applying electronic systems. Also students' satisfaction is a very important factor in their success in the electronic courses. Since the factors effective on the students' success influence on their satisfaction and willingness to continue using e-learning systems, this article studies the relation between interactions, self-directed learning readiness and cognitive & meta-cognitive strategies, with academic satisfaction.

Materials and Methods
In a correlation-Descriptive study 352 bachelor students by cluster random sampling were selected from virtual universities. They answered four- section Questionnaire with 99 items for studying research variables. Data were analyzed by multiple regression Simple regression Variance analysis, Construct validity and T-test.

Result
The obtained findings from this research showed that there is relation between interactions Cognitive and meta cognitive strategies and academic satisfaction but there isn’t relation between self directed learning readiness and satisfaction.

Discussion
According to these findings it can be stated that, considering the important of interaction and cognitive & meta cognitive strategies in the bachelor degree students, satisfaction, it is necessary to consider reinforcing interactions in virtual education and training application of cognitive &meta cognitive strategies.
@InProceedings{SAEED2012STU,
author = {Saeed, N.},
title = {STUDY OF THE RELATION OF THE VIRTUAL EDUCATION STUDENTS' INTERACTIONS, SELF-DIRECT LEARNING READINESS AND COGNITIVE AND META-COGNITIVE STRATEGIES WITH THEIR ACADEMIC SATISFACTION},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {4165-4174}}
TY - CONF
AU - N. Saeed
TI - STUDY OF THE RELATION OF THE VIRTUAL EDUCATION STUDENTS' INTERACTIONS, SELF-DIRECT LEARNING READINESS AND COGNITIVE AND META-COGNITIVE STRATEGIES WITH THEIR ACADEMIC SATISFACTION
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 4165
EP - 4174
ER -
N. Saeed (2012) STUDY OF THE RELATION OF THE VIRTUAL EDUCATION STUDENTS' INTERACTIONS, SELF-DIRECT LEARNING READINESS AND COGNITIVE AND META-COGNITIVE STRATEGIES WITH THEIR ACADEMIC SATISFACTION, INTED2012 Proceedings, pp. 4165-4174.
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