A preliminary investigation of student perceptions of online education

Abstract: It is important that administrators and faculty be cognizant of student perceptions that affect student participation and success in online education. This study was conducted as a preliminary exploration of both on-campus and online students' beliefs and perceptions of online education regarding perceived difficulty, level of effort required, and predicted success in online courses. These beliefs and perceptions along with several other factors directly influence a student's inclination to enroll in an online course. We have found that there are, in fact, differences in perceptions between the two populations of online students and those without previous online course experience. An understanding of these factors which influence these perceptions is important as educational institutions endeavor to attract and retain students to online education programs. Keywords: online education, distance education, curriculum, student perceptions c Copyright 2003 EDSIG. In the spirit of academic freedom, permission is granted to make and distribute unlimited copies of this issue in its PDF or printed form, so long as the entire document is presented, and it is not modified in any substantial way. Abstract It is important that administrators and faculty be cognizant of student perceptions that affect student participation and success in online education. This study was conducted as a preliminary exploration of both on-campus and online students' beliefs and perceptions of online education regarding perceived difficulty, level of effort required, and predicted success in online courses. These beliefs and perceptions along with several other factors directly influence a student's inclination to enroll in an online course. We have found that there are, in fact, differences in perceptions between the two populations of online students and those without previous online course experience. An understanding of these factors which influence these perceptions is important as educational institutions endeavor to attract and retain students to online education programs

Predictors of persistence in distance education.

The purpose of this exploratory study was to identify which factors predict persistence among a sample of distance education students. Age, gender, GPA, computer experience, computer self-efficacy, and gender role were examined in relation to persistence (i.e., successful completion of a course). A Web-based survey was administered to a convenience sample of undergraduate and graduate students currently enrolled in distance education courses at four colleges in the state of Kentucky ( N = 293), during the Fall 2005 and Spring 2006 semesters. The survey instrument consisted of background/demographic questions, the Computer User Self-efficacy (CUSE) Scale, and the Personal Attributes Questionnaire (PAQ). Correlations, one-way ANOVAs, multiple regressions, logistic regression, and hierarchical logistic regression were performed on the data. Additionally, factor analyses were used to examine the factor structure of the CUSE Scale. Major findings include: (a) a moderate relationship between age and GPA ( r 2 = .12); (b) a relationship between the CUSE score and the masculine subscale score on the PAQ ( r = .180, p \u3c .01); (c) GPA was the only statistically significant predictor of persistence (â = .891, p = .018) of all the variables included in the logistic regression model; (d) a three-factor solution on the CUSE Scale was obtained. Additional results, conclusions, theoretical extensions, recommendations for future research and practice are presented

Online Professional Development: The Experiences of a First-Time Facilitator

Donmoyer (1990) suggested that knowledge gained from our own experiences or that of others may be applied to the improvement of practice. The purpose of this study was to provide insight into the experiences of a first-time online facilitator. The research question for this study was: How does a first-time facilitator understand the process of delivering instruction in an online environment? A case study design was applied to this research. The researcher/participant was the case under study in the context of the delivery of online instruction. The researcher who was also the online instructional facilitator experienced the process of delivering online instruction for the first time. The use of this method provided a first-hand perspective of the experiences of an online facilitator. The study was conducted in two phases. During Phase I, the researcher/participant participated in a train-the-trainer program that was delivered using the Blackboard® learning management system. During Phase II, the researcher/participant facilitated an online professional development session created during the training. Data were collected from a variety of sources, including journaling, interviews with a master trainer and other online facilitators, and analysis of course materials and completed assignments. Three themes emerged from the data. The themes were: (a) time, (b) adherence to standards, and (c) absence of physical presence. Recommendations included: (a) alignment of training and evaluation with professional development and content standards, (b) awarding of credit based on demonstrations of learning and student achievement, (c) facilitator awareness of non-instructional responsibilities, (d) training and support for the efficient use of technology to manage administrative and support tasks, (e) enforcement of completion deadlines, (f) provision of feedback on assignments, (g) implementation of additional opportunities for collaboration, (h) participant and facilitator awareness of time and paper needed for learning and record-keeping tasks, (i) training for participants without demonstrated technology proficiency, (j) implementation of a blended training approach, and (k) investigation of web-based publications for use in the delivery of online professional development

The Role of Faculty in the Effectiveness of Fully Online Programs

The enormous growth of online learning creates the need to develop a set of standards and guidelines for fully online programs. While many guidelines do exist, web-based programs still fall short in the recognition, adoption, or the implementation of these standards. One consequence is the high attrition rates associated with web-based distance learning programs. This poor outcome has a negative impact on the perceived quality of these programs which in turn limits the resources that are made available to academic institutions for implementation. Faculty plays a significant role in this dilemma. While academic administrators strive to enhance their online offerings for a number of reasons, faculty are faced with a number of barriers that deter them from adapting to this mode of delivery. This report outlines how an in-depth analysis of these barriers was carried out. A mixed research synthesis design approach known as metasummary was used to synthesize the quantitative, qualitative, and mixed research studies that address the issue. The outcome of the synthesis was a set of solutions and recommendations that can be used to increase faculty buy-in and ownership of online learning. Regulatory bodies responsible for accrediting distance programs can benefit from these recommendations by including specific guidelines that explicitly consider the level of faculty satisfaction as a measurement of effectiveness when evaluating fully online programs

The effects and usefulness of blending asynchronous online discussion with face-to-face classes on students’ reading comprehension, participation and learning at first year of secondary school in Saudi Arabia

This study examined the effects and usefulness of blending asynchronous online discussion (AOD) with face-to-face (FTF) reading classes on first-year Saudi Arabian secondary school students’ Arabic reading comprehension, participation, interaction and learning processes. A sequential mixed methodology approach was applied, including quantitative and qualitative research data collection and analysis. Two teachers and 64 students participated. The first part involved a quasi-experimental quantitative design with two groups to examine the impact of BL on students’ comprehension scores. In the control group, 32 students participated in traditional FTF learning only. In contrast, 32 students in the experimental group participated in both FTF and AOD learning via 12 online group discussions over six weeks. Both groups were given the same pre-and post-comprehension tests. The second part involved qualitative semi-structured interviews with 16 students from the experimental, blended group and the two teachers. The third part involved quantitative and qualitative analysis of the AODs. The main finding of this study was that students in the experimental BL group did not improve significantly more than those in the FTF group in overall comprehension post-test scores, or literal, inferential and evaluative comprehension sub-levels. However a comparison within groups revealed that the experimental BL group demonstrated a significant improvement in test scores for overall and all sub-levels of comprehension while students in the control, FTF group only improved significantly in overall and literal comprehension. Overall, this study concludes that although there was no significant effect of blending AOD with FTF reading classes in terms of students’ reading comprehension compared to FTF learning, the integration of AOD design has the potential to benefit students’ participation, learning about comprehension strategies, and interaction. However, there were some challenges that must be considered. A number of recommendations are provided for designing effective AOD activities to support teaching and learning in Arabic reading classes

The effect of self-directed learning readiness and online course quality ratings on student satisfaction and academic performance in undergraduate eLearning

VitaDissertation advisor: Sue VartuliTitle from PDF of title page, viewed on December 9, 2011Includes bibliographic references (p. 106-115)Thesis (Ph.D.)--School of Education. University of Missouri-Kansas City, 2011Attrition in online programs has historically been much higher than in traditional face to face programs, creating concern regarding the appropriateness of online learning for all populations. This study aimed to address the question of whether students' levels of self-directed learning readiness and the quality ratings of online courses would be related to the ratings of undergraduate student course satisfaction and academic performance in undergraduate eLearning. Students (N=216) at a medium sized, urban, Midwestern University were asked to provide demographic information as well as to complete the Self- Directed Learning Readiness Scale (SDLRS-NE) and the Distance Education Learning Environments Survey (DELES). To evaluate online course quality, a purposeful subsample of courses was selected for evaluation using a rubric adopted by the university. The study found that the students' ratings of overall course satisfaction were moderately significantly related (p < .01) to their scores on a measure of self-directed learning readiness. In further examination of the relationship between these two scores, the researcher found that student scores on the SDLRS-NE predicted 8% of the variance in scores on the DELES, (p < .001). When all of the independent variables were added into the model, 21% of the variance in DELES scores was predicted. The researcher also found that actual course grades predicted 4% of the variance in DELES scores. When all the variables were added to the model, 17% of the variance in DELES was explained. Online course quality was determined for a sub-sample of 6 of courses using a rubric adopted by the University. Three of the courses examined passed the minimum requirements and the other 3 did not pass. Correlational analysis found that the course quality ratings were positively related to the student scores on the DELES (p < .001). Analysis of the relationship between the course ratings and students' actual course grades found that quality course ratings explained 9% of the variance in actual grades (p < .01).Introduction -- Review of the literature -- Methodology -- Results -- Discussion -- Appendix A. Demographic questions -- Appendix B. Approval to use the DELES -- Appendix C. SDLRS-NE -- Appendix D. Approval to use the SDLRS-NE -- Appendix E. Online course design rubric -- Appendix F. SSIRB Approval -- Appendix G. Email solicitation for faculty participation in study -- Appendix H. Email solicitation for student participation in stud

Design, development and assessment of a virtual teaching system

Orientador: Saide Jorge CalilTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de ComputaçãoResumo: Um detalhado levantamento de programas de computador aplicados ao ensino foi realizado tendo como objetivo conhecer os recursos disponíveis no mercado. Paralelamente, foi feita uma pesquisa bibliográfica buscando as necessidades da comunidade acadêmica em termos de recursos computacionais. Foi constatado, então, que apesar de serem consideradas importantes, havia poucas alternativas para a realização de aulas virtuais que demandassem pequeno esforço operacional e recursos simples de infra-estrutura para utilização. O objetivo do trabalho foi definido então, como sendo desenvolver e avaliar um sistema que viabiliza a realização de aulas virtuais de dois tipos, as on-line e as off-line, exigindo pouca experiência de informática dos usuários, e adequado aos recursos mais comumente disponíveis nas universidades. Alguns requisitos básicos de funcionalidade foram definidos, visando dotar o sistema com máxima facilidade de operação, como por exemplo, interface padrão, ou seja, aparência idêntica em todas as operações, ajuda disponível em todos os níveis e permitir aproveitamento de shows de slides e textos já existentes. Foram elaboradas duas plataformas de trabalho, uma para o professor, que permite criar, alterar e realizar uma aula, e outra plataforma para o aluno, que permite assistir à aula. A avaliação do sistema foi realizada através da execução de dois Planos de Testes, que utilizaram instrumentos padronizados como os Critérios de Avaliação de Qualidade de Software, aos quais foram atribuídas notas, e os Questionários de Avaliação do sistema, que foram preenchidos pelos professores e pelos alunos envolvidos. As aulas off-line obtiveram notas máximas em todos os quesitos, e as aulas on-line obtiveram médias acima de 1,78 (numa escala de 0 a 2). Todos os professores responderam que gostaram de realizar as aulas utilizando o sistema; 75% disseram que gostariam de empregá-lo em seu trabalho e 25% disseram que talvez pudessem utilizá-lo. Dentre os alunos, somente 2,33% responderam que não gostaram da aula virtual, e 4,65% informaram que não gostariam de ter mais aulas realizadas com o sistema no seu curso. Foi desenvolvida uma Discussão sobre os motivos que resultaram no pior desempenho das aulas on-line, e a principal causa detectada foi a dificuldade de realização deste tipo de evento utilizando a Internet comercial, que apresenta problemas de grande volume de tráfego de dados. Dentre as conclusões apresentadas, destaca-se que o VirtuAula é uma interessante alternativa para instituições de ensino público brasileiras, pois sua aplicação é original, não se encontrando similares nacionais com todas as funcionalidades reunidas, e por ter baixo custo operacional, não apresentando ônus nem risco de contravenção, por haver a possibilidade de cessão gratuita de usoAbstract: A detailed search for digital programs applied to teaching processes was performed to identify the available resources on the world market. It was also carried out a survey on public and private libraries looking for the requirements of the academic community regarding computational resources to such purpose. It was found that although considered important, there were few alternatives for the development of virtual classes that demands little operational effort as well as a simplified infrastructure for its use. The goal of this work is to develop and assess a system - VirtuAula - to assemble and present on-line and off-line virtual classes, requiring low experience on informatics for its users as well as being adequate to common resources available in universities. The basic functional requirements defined for developing the VirtuAula were a standard interface, which means identical browse for all operations, a user-friendly help desk and the possibility to use already prepared slide shows and texts. Two work platforms were elaborated, one for teachers, which allow them to create, change and carry out the virtual class, and a second platform for students to attend this virtual class. For the system assessment two tests plans were used; standard tools as the Evaluation Criteria of the Software Quality (grading method), and questionnaires that were filled by the involved teachers and students. The off-line classes reached the maximum grading score in all the evaluation topics, while on-line classes reached an average score over 1,78 (in a 0-2 scale). All the involved teachers answered that they would like to carry out virtual classes using this system; 75% declared that they would like to use it for their work, and 25% declared that they could use it. Among the students, only 2,33% dislike the virtual classes using the VirtuAula while 4,65% informed that they would not like to have such kind of classes in their courses. Looking for the reas ons for the lower performance of on-line classes in this survey, the major cause was the difficulty to carry out such event on the present commercial Internet system due to its low performance during very heavy data transfer. Among the conclusions presented here, it can be depicted that the system is an interesting alternative tool for public schools in Brazil due to its originality (no similar software), low cost and user free possibilityDoutoradoEngenharia BiomedicaDoutor em Engenharia Elétric