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2015 ASEE Annual Conference and Exposition Proceedings
2011 ASEE Annual Conference & Exposition Proceedings
On-line Delivery of Courses: What Components are Important to Students? Increasingly popular, on-... more On-line Delivery of Courses: What Components are Important to Students? Increasingly popular, on-line courses have seen enrollments double within a five year period to 3.94 million students in 2007. 1 Thus, it is important for educators to monitor courses to understand which course components enhance or detract from the on-line learning experience and to understand the delivery features and mechanisms that are important to students. Measurements of student perceptions about such factors and mechanisms provide indicators that can aid educators in the design of effective and high-quality on-line course experiences. In order to assess effectiveness of on-line educational offerings, numerous frameworks for analyzing the quality of on-line education exist, including the Quality Matters (QM) Program, the Institute for Higher Education Policy (IHEP), the Western Interstate Commission for Higher Education Cooperative (WCET) best practices, the E-Learning Maturity Model (eMM), and others. These frameworks identify factors important to the quality of on-line delivery. The frameworks possess similarities and repeated themes. Among the common themes are learning objectives, instructional resources and materials, learner engagement, and course technology. This study ties some of the quality factors present in the frameworks directly to student opinion. In order to better understand some factors identified in quality frameworks, faculty developed a survey to measure student perceptions related to factors of interest that directly affect students. Factors considered include learning objectives, resources and materials, and engagement and interaction. The survey was administered to 106 students enrolled in five distinct courses in three different formats (traditional lecture, online, and hybrid). The courses spanned subjects, with a research course, two consumer science courses, and two information technology courses. The survey did not address issues related to the course through which the respondent was accessing the survey, but rather, issues related to the student's experience with on-line learning in general. The selection of courses served to provide a cross-section of students by level and major with varying degrees of experience with online and hybrid modes of instruction. The survey was administered on-line and results were analyzed. This paper addresses the following issues.
Sex Roles, 1977
This methodological investigation of sex stereotypes employed three different instruments to coll... more This methodological investigation of sex stereotypes employed three different instruments to collect sex stereotypes from 264 undergraduate students. The Adjective Check List and the Stereotype Questionnaire elicited different stereotypes, while an open-ended form elicited no stereotypic items. It was found that Ss reported visual imagery of specific persons while responding. In a second phase of the research, the stereotypic items obtained in the collection phase were marked on the appropriate instrument form for a male and female description. These forms with a set of multiple choice questions concerning such things as sex of the description, desirability, adjustment, and of the S's experience of visual imagery were given to 180 different Ss. The stereotypic items were found to convey reliable information as to judgment of the sex of the stimulus stereotypic items, however, the different instruments conveyed differential information as to sex of stimulus items, desirability, and adjustment of the instrument description. Visual imagery of Ss was found to be significantly related to correct judgment of sex of stimulus items and to high confidence in that judgment.
2015 ASEE Annual Conference and Exposition Proceedings
2011 ASEE Annual Conference & Exposition Proceedings
On-line Delivery of Courses: What Components are Important to Students? Increasingly popular, on-... more On-line Delivery of Courses: What Components are Important to Students? Increasingly popular, on-line courses have seen enrollments double within a five year period to 3.94 million students in 2007. 1 Thus, it is important for educators to monitor courses to understand which course components enhance or detract from the on-line learning experience and to understand the delivery features and mechanisms that are important to students. Measurements of student perceptions about such factors and mechanisms provide indicators that can aid educators in the design of effective and high-quality on-line course experiences. In order to assess effectiveness of on-line educational offerings, numerous frameworks for analyzing the quality of on-line education exist, including the Quality Matters (QM) Program, the Institute for Higher Education Policy (IHEP), the Western Interstate Commission for Higher Education Cooperative (WCET) best practices, the E-Learning Maturity Model (eMM), and others. These frameworks identify factors important to the quality of on-line delivery. The frameworks possess similarities and repeated themes. Among the common themes are learning objectives, instructional resources and materials, learner engagement, and course technology. This study ties some of the quality factors present in the frameworks directly to student opinion. In order to better understand some factors identified in quality frameworks, faculty developed a survey to measure student perceptions related to factors of interest that directly affect students. Factors considered include learning objectives, resources and materials, and engagement and interaction. The survey was administered to 106 students enrolled in five distinct courses in three different formats (traditional lecture, online, and hybrid). The courses spanned subjects, with a research course, two consumer science courses, and two information technology courses. The survey did not address issues related to the course through which the respondent was accessing the survey, but rather, issues related to the student's experience with on-line learning in general. The selection of courses served to provide a cross-section of students by level and major with varying degrees of experience with online and hybrid modes of instruction. The survey was administered on-line and results were analyzed. This paper addresses the following issues.
Sex Roles, 1977
This methodological investigation of sex stereotypes employed three different instruments to coll... more This methodological investigation of sex stereotypes employed three different instruments to collect sex stereotypes from 264 undergraduate students. The Adjective Check List and the Stereotype Questionnaire elicited different stereotypes, while an open-ended form elicited no stereotypic items. It was found that Ss reported visual imagery of specific persons while responding. In a second phase of the research, the stereotypic items obtained in the collection phase were marked on the appropriate instrument form for a male and female description. These forms with a set of multiple choice questions concerning such things as sex of the description, desirability, adjustment, and of the S's experience of visual imagery were given to 180 different Ss. The stereotypic items were found to convey reliable information as to judgment of the sex of the stimulus stereotypic items, however, the different instruments conveyed differential information as to sex of stimulus items, desirability, and adjustment of the instrument description. Visual imagery of Ss was found to be significantly related to correct judgment of sex of stimulus items and to high confidence in that judgment.