The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School

The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School

Jiyou Jia, Zhuhui Ding, Yuhao Chen, Xuemei Cui
Copyright: © 2014 |Pages: 17
DOI: 10.4018/978-1-4666-4502-8.ch076
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Abstract

Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theory. The authors integrated it into a normal English class weekly for a term in a high school located in a rural province in China. They analyzed the student exam scores, the student survey answers, learner-content interaction records in the learning system, and their relationship using statistical software SPSS. The research reveals that there exists almost significant positive correlation between learner-content interaction and learning performance, but there is not any correlation between the learner-content interaction and learner satisfaction. The survey results also demonstrated the learners’ satisfaction with this interactive learning system. The reasons for those findings are analyzed. Finally, limitations and further work are discussed.
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The main underlying learning theory for learner-content interaction in computer or web based instruction system is behaviorism. Behaviorism originated with the work of John B. Watson, an American psychologist. Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior was caused by external stimuli (operant conditioning).

In learner-content interaction of traditional classroom settings, the external stimuli that can motivate the leaners include the teacher’s score and feedback to exercises, assignments and exams. Appropriate and ample stimuli can inspire the students to explore the learning content and produce more learning outcome. In computer and web based instructional systems, the exercises and exams, as well as their score and feedback, are automatically represented by the computer instead of the teacher, in a more individualized and convenient manner. Therefore, theoretically, the computer or web based instruction system with learner-content interaction modules could improve the learners’ satisfaction and learning outcome.

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