Comparing student and faculty perceptions of online and traditional courses

Otter, Ryan R.; Seipel, Scott J.; Graeff, Tim; Alexander, Becky; Boraiko, Carol; Gray, Joey; Petersen, Karen Kay; Sadler, Kim Cleary

doi:10.1016/j.iheduc.2013.08.001

Cited by 101 publications

(80 citation statements)

References 20 publications

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“…Indeed, another study from the same institution as the present study found students regarded online tools that promoted interaction with their teacher were the most important among the plethora available (Small, Dowell, & Simmons, 2012). Likewise, absence of suitable levels of interaction with and connection to peers and teachers was described by North American distance students (Otter et al, 2013).…”

Section: Discussionmentioning

confidence: 54%

Technologically-mediated communication: student expectations and experiences in a FOMO society

Ragusa

2017

Int J Educ Technol High Educ

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While technology enables a wider section of society to access higher education, accessing, as a process, fundamentally differs from acquiring the individual and systemic skills required for online learning. This study presents primary data about perceptions of, and experiences with, online learning in an Australian university from a survey of 289 distance education (DE) students. Epistemologically, it prioritises giving agency and voice to an increasingly disempowered collective, online learners, who often are institutionally pursued for economic advantage, rather than pedagogical interest in serving students' unique, individual needs/preferences. Participants' comparison of face-to-face and online learning experiences allowed for benefits and disadvantages of online learning to emerge from lived-experiences. While a key benefit of online learning was its perceived 'flexibility', findings revealed difference between students' conceptualisation of flexibility and institutional realities. Although DE students longed for non-technologically-medicated communication with peers and lecturers, the process of learning how to become a DE student failed to address students' needs/ concerns beyond technical skill acquisition and subject content mastery. Students' 'fear they were missing out' (FOMO) on 'better' internal classroom and learning experiences was a key limitation 85% perceived about DE. Whereas traditional classroom experiences generally were recalled favourably, online learning was described by its shortcomings. Findings demonstrate need for deeper investigation of how/why educational technologies are implemented. Conclusions suggest critical research investigating whether embedded technologies meet student and/or institutional needs and aspirations in globally competitive learning environments may assuage DE's stigma, realign expectations and improve teaching/learning experiences.

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Section: Discussionmentioning

confidence: 54%

Technologically-mediated communication: student expectations and experiences in a FOMO society

Ragusa

2017

Int J Educ Technol High Educ

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“…The significant, negative relationship between teaching presence and motivation directly contradicted H1. However, understanding of this finding may be found in the different perspectives that students and instructors may bring to online courses (Otter et al, 2013). Given the multitude of challenges involved with online teaching and learning (Bolliger & Wasilik, 2009;Sherblom, 2010), many instructors teaching online may strive to replicate what they do in traditional FtF course settings as closely as possible in their online courses.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, instructor communication behaviors focused on direction and clarity (Poulos & Mahony, 2008;Sheridan & Kelly, 2010), no matter how well intentioned, may ultimately serve to decrease student motivation toward online courses. Students may begin an online course believing that the online course format allows them the autonomy and ability to explore concepts on their own, without the constraints of a FtF class experience (Otter et al, 2013). For these students, online course design structures and communication behaviors put into place by a well-meaning instructor to increase teaching presence could actually result in decreased motivation toward online courses more generally.…”

Section: Discussionmentioning

confidence: 99%

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

Cole

Nicolini

Anderson

et al. 2017

OLJ

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Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001;Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 190 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses. However, perceptions of teaching presence did not predict motivation in the hypothesized direction. These findings support the notion that the online learning environment offers its own unique set of challenges and opportunities, and warrants continued empirical research beyond comparisons to FtF classroom settings.

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“…In recent years, higher education institutions have been increasingly developing and offering online courses as part of their academic curriculum (Cohen & Soffer, 2015;Lee, 2016;Toven-Lindsey, Rhoads, & Lozano, 2015), providing access to a wide range of audiences and improving teaching and learning processes (Macfadyen & Dawson, 2010;Roby, Ashe, Singh, & Clark, 2013). However, along with the growing number of online courses, there is an increasing concern regarding the students' persistence and engagement, as well as high dropout rates, which reflected by very low activity (Kovanović et al, 2016) compared with face-to-face courses (Clay, Rowland, & Packard, 2009;Otter et al, 2013). The dropout rate of online courses stands at about 25-40%, whereas the dropout rate from academic courses, which are held on campus, is about 10-20% (Cohen, 2017;Cheng, Kulkarni, & Klemmer, 2013;Levy, 2007;Nistor & Neubauer, 2010;Park & Choi, 2009).…”

Section: Introductionmentioning

confidence: 99%

Students' engagement characteristics predict success and completion of online courses

Soffer

Cohen

2019

Computer Assisted Learning

139

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This study examined students' engagement characteristics in online courses and their impact on academic achievements, trying to distinguish between course completers and noncompleters. Moreover, this research is intended to differentiate between those who pass the final exam and those who do not. Four online courses were examined with a similar pedagogical model (Nstudents = 646) using learning analytics methods. The results revealed significant differences between students who completed the courses and students who did not, in all 13 variables. Completers' learning activities were more than twice as high, except for writing in the forums. Course subject and ongoing task and assignment submissions predicted course completion, whereas, in addition to these variables, engagement with course materials and reading the forums predicted final exam success, as well. Thus, the prediction of success in final exam emphasized the significant importance of engagement in various activities in the online course.

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Comparing student and faculty perceptions of online and traditional courses

Cited by 101 publications

References 20 publications

Technologically-mediated communication: student expectations and experiences in a FOMO society

Technologically-mediated communication: student expectations and experiences in a FOMO society

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

Students' engagement characteristics predict success and completion of online courses

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