Addressing Discrepancies in Faculty and Student Perceptions of the Quality and Rigor of Online Courses

Abstract

The chapter addresses the discrepancies that exist between student and faculty perceptions of online courses, specifically differences in beliefs about the quality of online courses and the rigor of online coursework. The authors present data collected from faculty and students before the launch of undergraduate and graduate online programs and over the course of the first four years of online course offerings at a small, Historically Black University (HBCU). The data is used to discuss ways to reduce incongruities in how students and faculty view online courses with a focus on faculty establishing their expectations for student performance in the online environment, measuring course quality, and using student evaluations to enhance course quality. Congruent beliefs and expectations are important to ensure that both faculty and students involved in online courses are satisfied with their experiences, leading to better retention and learning outcomes.

An Evaluation of Students Studying English Language and Literature about Transitioning to Online Classes during COVID-19 Pandemic

“…One major issue in early research of online learning is concerned with perceptions of students in higher education (Armstrong, 2011;Artino, 2010;Astani et al, 2010). Some studies specifically compared the perceptions of experienced and novice online students (Hixon et al, 2016) while others examine the difference between faculty and students" perception of online classes (Bagasra & Mackinem, 2019). Some attempts have been made to evaluate the quality of digital tools to be used in online courses (Rogers, 2011).…”