1. Direct and indirect effects of online learning on distance education 指導教授 : 陳 明 溥 研 究 生 : 許 良 村 Shin, N. & Chan, K.Y.(2004).Direct and indirect effects of online learning on distance education. British Journal of Educational Technology, 35(3).275-288.

2. Introduction   Lu et al's (2000) - a purposeful use of the Internet for the course should be contemplated on the part of students rather than merely spending more time on it.  Ahern and Repman (1994) - interface design could affect students' participation in online activities - interface design could affect students' participation in online activities - - a graphic interface were compared to a text-based mode of asynchronous computer-mediated communication, the former group generated significantly more messages than the latter group   the group of students who had graphic organisers on the screen was more active in visiting the site, and addressed more.

3.  Woods and Keele’s (2001) Hypothesising that the use of audio messages, as a supplement to text-based communication, can enhance student participation in online discussion, the result did not support. Hypothesising that the use of audio messages, as a supplement to text-based communication, can enhance student participation in online discussion, the result did not support.  Barrett and Lally (1999) :gender - men sent more messages than women - men sent more messages than women - men wrote twice as much as women - men wrote twice as much as women - men made more socio-emotional contributions than women. - men made more socio-emotional contributions than women. - women’s contributions were geared towards more interactive messages than those from men. - women’s contributions were geared towards more interactive messages than those from men.  Carswell et al's (2000) students' final grades are no significant difference exists between the student group in a conventional instruction and online instruction. students' final grades are no significant difference exists between the student group in a conventional instruction and online instruction.

4. Theoretical framework   Hypotheses: 1. direct positive relationship between students' engagement in online learning and learning outcomes - online learning would enhance distance learning by giving students more opportunities to interact with teachers or peer students - by providing increased access to information available on the Web. 2. given the OUHK’s integrated approach - course delivery - the provision of student support - administrative services via the World Wide Web

5. Research questions 1. Is a distance student's engagement in online learning related to (a) learning outcomes, (b) satisfaction with distance learning experience at the institution, and (c) intent-to-persist with distance learning in future? 2. Is a distance student's involvement in online learning related to his/her perception of institutional presence? 3. Is a distance student's perception of institutional presence related to(a) learning outcomes, (b) satisfaction with their distance learning experience at the institution, and (c) intent-to-persist with distance learning?

6.   Engagement in the OLE was measured by the frequency of a student's log-in to the course site per week.   Institutional presence was defined as the degree to which a distance student perceives the availability of support services in the institution while feeling connected to the institution, and was measured with nine items.

7.   Learning outcomes were defined as what individual students perceived as gains from taking an OLE course.

8.   Satisfaction was defined as the degree to which individual students sensed a positive association between the courses they have taken and overall distance learning experiences.

9.   Intent-to-persist was defined as the estimated likelihood of one’s continued enrollment at an educational institution

10. Study participants

11. Data analysis

15. Findings 1 2 3 4 5 6 7 8

16. 1 4 2 5 6 7 3

17. Discussions and implications   confirmed the assumption that students in compulsory OLE courses are generally more active users than students in an optional mode of the OLE.   no significant differences between undergraduate and graduate students in web-related behaviours such as log-in frequency, average time spent per visit, and self-evaluation of level of activity in using the OLE as well as level of Internet skill.