An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course

Lee, Joohi

doi:10.19173/irrodl.v15i1.1638

Cited by 95 publications

(101 citation statements)

References 20 publications

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“…The results are presented in Tables 1 and 2. Lee (2014) and Ku, Akarasriworn, Glassmeyer, Mendoza, and Rice (2011) which indicated that students pay more attention when the online course materials are presented with clear guidelines and expectations. Item 8 with (p<.05) shows how determined and resilient the students are in learning in this mode.…”

Section: Resultsmentioning

confidence: 99%

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

Reju

Jita

2018

IRRODL

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This paper examines the students' experiences with instructional delivery (ID) of distance and online learning of undergraduate mathematics in two major Nigerian universities. Purposive sampling was used in the study to select mathematics students from University of Lagos Distance Learning Institute (DLI) and the National Open University of Nigeria (NOUN). Data were collected through mixedmethods and a one-sample binomial test was employed to analyse the quantitative data. Furthermore, narrative and content analyses were done to explore how respondents make sense of their experiences of learning mathematics through the distance and online mode. Among others, the results of the study suggest that the abstract nature of mathematics was not appropriately addressed in the course content and that the absence of helpful and visible tutors for the subject complicated the challenge of understanding abstract mathematics even further. Among the many challenges, the abstract nature of mathematics and the absence of qualified tutors points to the need for improvement in the design, development, and provision of mathematics course materials and programmes for distance and online mathematics learning.

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Section: Resultsmentioning

confidence: 99%

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

Reju

Jita

2018

IRRODL

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“…Several preceding studies were consulted (Feldstein et al, 2012;Hilton et al, 2013;Bliss et al, 2013;Affordable Learning Georgia, 2015) that asked similar questions in students surveys. Additionally, the OER Research Hub's shared list of survey questions, and some online learning literature focusing on usability and instructional design (Young & Hoerig, 2013;Lee, 2014) were also consulted for additional guidance on survey items. Paper surveys were distributed to students at the end of each class section.…”

Section: Methodsmentioning

confidence: 99%

What Impacts do OER Have on Students? Students Share Their Experiences with a Health Psychology OER at New York City College of Technology

Cooney

2017

IRRODL

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This article reports findings from a study conducted with students in three sections of a Health Psychology course that replaced a traditional textbook with open educational resources (OER) as the primary course material. The purpose of the study was to learn how OER impacted students. Data were collected in Fall 2015 with students from New York City College of Technology (City Tech), of the City University of New York (CUNY), a comprehensive college located in Brooklyn. Students were assigned the OER by their course instructor, who developed it as part of a library funded OER pilot initiative. Two research instruments were employed: one-on-one interviews and short surveys. Both interview and survey items asked students about how they engaged with the OER as their primary assigned course material. They shared feedback about the overall organization of the OER, ease of use, methods used to access the OER and complete coursework, benefits and challenges, and differences and similarities to using a traditional print textbook.Findings indicate that most students were able to access the OER more easily than traditional textbooks and responded positively to the variety of learning materials and assignments the OER assembled. Most students reported that course readings were equal to or better than traditional textbooks and would be willing to register for a course offering a similar resource in the future. A small amount of students reported minor usability issues. Also, few students had difficulties obtaining technology necessary to access the OER.

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“…In a similar study [18] investigated graduate students' satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate master's students who majored in math and science education enrolled in an online math methods course (Conceptual Geometry) participated in this study.…”

Section: Blended Learning and Higher Education Students' Satisfacmentioning

confidence: 99%

Empowering Your Students Satisfaction with Blended Learning: A Lesson from the Arabian Gulf University Distance Teaching and Training Program

Ismail¹

2018

IJIET

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An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course

Cited by 95 publications

References 20 publications

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

What Impacts do OER Have on Students? Students Share Their Experiences with a Health Psychology OER at New York City College of Technology

Empowering Your Students Satisfaction with Blended Learning: A Lesson from the Arabian Gulf University Distance Teaching and Training Program

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