Improving online learning: Student perceptions of useful and challenging characteristics (original) (raw)
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Improving the Development and Implementation of Online Courses: A Student’s Perspective
Association Supporting Computer Users in Education (ASCUE) 2017 Proceedings, 2017
As distance education continues to be utilized by higher learning institutions, many struggle in knowing how to effectively utilize tools for the benefit of the students, faculty and staff facilitating online courses, distance education departments, and the university as a whole. This paper will highlight survey and interview results from students, professors, and instructional technologists from four public southeastern United States universities centered on how online learning affects the varying levels of a specific university located in the southeastern United States. Current and future issues that and potential solutions to counteract these obstacles will also be provided. Moreover, strategies will be proposed regarding improving the institutional effectiveness of distance education by specifically tailoring approaches to the culture and the strategic direction of the institution. In order to provide a first-person narrative from a student’s perspective, these results and recommendations are discussed through the lens of an undergraduate student.
This paper reports on one aspect of a larger study to examine the benefits and challenges with implementation of graduate degree program in education that has been offered online since 2009. Participants in the study identified instructors’ course content knowledge and skills with online pedagogy as the strongest contributors to the success of online courses, while acknowledging that their own skills with online learning platforms had an influence on their sense of satisfaction with online learning. Results of this study highlight the importance of proper preparation for teaching in an online format in a graduate education context.
Students' Perceptions of Online Learning: A Comparative Study
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In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a "blend" of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students' perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative.
Online Learning: Practices, Perceptions, and Technology
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The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning experiences, perceptions, technological delivery of their course. Findings revealed that the majority of online courses were asynchronous using Moodle. There was a statistically significant difference between the three CoI dimensions and level of education where graduate students had more favourable online learning experience as measured by the CoI survey.
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With the rapid growth of online programs, many higher educational institutions are considering offering online courses and programs to better serve students that have grown up in a technological era. Although many higher educational administrators recognize the value and flexibility of online education, research is needed concerning course design, assessment, and student's perceptions of online programs before allocating more resources for online programming. This study examines student's perceptions of online courses/programs and concludes that higher levels of experience with online learning lead to more favorable perceptions about online courses. Suggestions for higher education institutions considering the adoption of online courses/programs are provided.
Internet Learning, 2012
What are the foundations of student satisfaction or dissatisfaction with online courses? Why do online learners succeed and others fail or drop out? What kind of instructional designs, pedagogical practices, and administrative standards contribute to the development of effective online courses with high retention rates and positive student learning outcomes? Plenty of valid, well-researched information and literature reviews, along with abundant data accumulated through student/faculty surveys and online learning course evaluations, are outlined and summarized inside numerous academic papers that attempt to answer such questions. This report is based on the author's search and analysis of numerous scholarly academic papers that addressed such questions and were published between 2004 and 2007.
A Longitudinal Comparative Study of Student Perceptions in Online Education
Interdisciplinary Journal of e-Skills and Lifelong Learning, 2010
This paper, a subset of a larger experimental longitudinal study, compared students' perceptions overtime of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students' perceptions were measured over eight years, in a course designed using Chickering's Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students' perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student's online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.
Student perspectives of online learning
ALT-C 2006: the next generation: …, 2012
The advent of online learning in tertiary education has changed the way students interact with institutions and undertake their studies. All students at Deakin University interact with their courses through an online learning environment. While online learning environments can be evaluated in a number of ways, the perceptions of the key users and their levels of satisfaction with the online learning environment are important measures. This paper presents results of a survey of students studying at Deakin University in 2005. The survey explored their perceptions of learning in the online environment. The results indicate that overall students were enthusiastic about learning in such an environment. The main advantages are the flexibility that it provides and the ability to study when it suits students. The disadvantages include technical issues such as speed of access, and the need to participate regularly. The size and spread of the responses suggest that these outcomes can be generalized for all students studying online.
The purpose of this study was to examine the roles self-efficacy, specifically technology self-efficacy and distance education self-efficacy, and self-regulation play in students' learning via distance education. This study examines a system for evaluating distance education courses in a similar manner to those for traditional university courses. Participants in this study were undergraduate and graduate university students enrolled in business distance education courses. Prior to the completion of the semester, students completed an online survey designed to measure technology self-efficacy, distance education self-efficacy, and self-regulation. Using a Likert-type scale, students rated the degree to which they agreed or disagreed with 53 statements that comprised the survey. Additionally, students responded to three short-answer prompts concerning the benefits and drawbacks of distance education. As indicated from this study's results, students judged that course evaluations used for traditionally taught courses can also be appropriate for distance education courses. Finally, self-efficacy and self-regulation levels were compared across gender, with no statistically significant gender differences resulting.