• Login
    • University Home
    • Library Home
    • Lib Catalogue
    • Advance Search
    View Item 
    •   KDU-Repository Home
    • FACULTY STAFF PUBLICATIONS
    • Proceeding Articles
    • View Item
    •   KDU-Repository Home
    • FACULTY STAFF PUBLICATIONS
    • Proceeding Articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Learner Satisfaction and Autonomy via Distance Education; A Study Conducted among Selected Advanced Level Students in Southern Province, Sri Lanka

    Thumbnail
    View/Open
    Abstract.pdf (30.09Kb)
    Date
    2021-06-30
    Author
    Sudusinghe, WS
    Kumara, WGC
    Metadata
    Show full item record
    Abstract
    Learner autonomy is when students take control and responsibility for their learning. It is an essential factor in academic achievement among the students who are learning English via online education. This study assessed the e-learning autonomy and learner satisfaction of Advanced Level (A/L) students who learn English via online education. A pre-tested, self-administered questionnaire about learner satisfaction on elearning and an e-Learning Autonomy Scale (e-LAS) developed by Mehmet Firat was shared online among randomly selected 40 A/L students to collect data. Descriptive statistics and independent-sample t-test were performed with SPSS 23.0 to analyse data. The mean (±SD) age of the participants was 17.78 (±0.70) years, and the majority of them were females(65%). All the participants were using 'Zoom' software for distance education. Though most (87.5%) were satisfied with the teachers' support while learning English via distance education, 77.5% of the participants considered online education ineffective in learning English. Moreover, 72.5% stated that they do not have the opportunity to involve in group activities, and 52.5% noted that there is lesser interaction among the peers when learning English via distance education over onsite education. Further, the students had a high average (28.28 ± 2.53)on the e-LAS scale. There was no significant difference between male and female students' mean values of the e-LAS score (p> 0.05). Hence, it is essential to assess A/L students' satisfaction and autonomy to make necessary interventions and modifications in improving their academic performance when learning English via distance education.
    URI
    http://ir.kdu.ac.lk/handle/345/4422
    Collections
    • Proceeding Articles [157]

    Library copyright © 2017  General Sir John Kotelawala Defence University, Sri Lanka
    Contact Us | Send Feedback
     

     

    Browse

    All of KDU RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsFacultyDocument TypeThis CollectionBy Issue DateAuthorsTitlesSubjectsFacultyDocument Type

    My Account

    LoginRegister

    Context

    Edit this item

    Library copyright © 2017  General Sir John Kotelawala Defence University, Sri Lanka
    Contact Us | Send Feedback