Distance Learning in an Accounting Principles Course—Student Satisfaction and Perceptions of Efficacy

Vamosi, Alexander R.; Pierce, Barbara G.; Slotkin, Michael H.

doi:10.3200/joeb.79.6.360-366

Cited by 53 publications

(23 citation statements)

References 5 publications

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“…Porém, há evidências de que cursos a distância que, inicialmente, geram altas expectativas otimistas, podem resultar em baixa satisfação com a posterior desconfirmação negativa das expectativas. (VAMOSI; PIERCE; SLOTKIN, 2004) Os fatores de satisfação podem variar consideravelmente, dependendo do modo pelo qual o estudante vê a si mesmo e seu ambiente. Trata-se da percepção em relação ao ensino, que pode ser entendida como a forma do aluno visualizar a realidade no cotidiano e formar juízo de valor baseado na sua leitura de ações, gestos, discursos, normas e nas atitudes de funcionários, direção e professores (CAMARGOS; CAMARGOS; MACHADO, 2006 KRENTLER, 2006) No complexo de fatores que formam a satisfação com a experiência educacional, os mais importantes são as expectativas (POOL, 1996).…”

Section: Avaliação De Um Curso De Ensino Superior Através Da Satisfaçunclassified

“…Assim mesmo, na educação a distância, que implica mais horas de estudo individualizado, os estudantes acreditam que a interação melhora a experiência de aprendizado e que maior interação é preferível à menor interação. (VAMOSI; PIERCE; SLOTKIN, 2004) Por fim, com baixa presença nas respostas, aparecem infra-estrutura e características do curso. Infra-estrutura é mais citada como causa de insatisfação do que de satisfação e se refere principalmente à administração do curso.…”

Section: Análise E Discussãounclassified

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Avaliação de um curso de ensino superior através da satisfação/insatisfação discente

Souza

Reinert

2010

Avaliação (Campinas)

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Resumo: O propósito deste estudo foi analisar a avaliação de um curso de graduação através da identificação dos fatores que geram satisfação e insatisfação por parte de seus estudantes e, também, comparar os resultados entre as modalidades de ensino presencial e a distância. O questionário empregado deixou o estudante livre para indicar espontaneamente aquilo que o satisfaz ou insatisfaz. Em seguida, os resultados foram analisados por meio da técnica análise de conteúdo. Os resultados indicam que, na avaliação dos estudantes, os principais fatores determinantes da satisfação e da insatisfação com o curso estão relacionados com a estrutura curricular, o corpo docente e o ambiente social. Foram encontradas diferenças significativas na comparação entre as modalidades de ensino pesquisadas. A estrutura física e algumas características do curso foram consideradas pouco importantes para a avaliação dos cursos pelos estudantes.Palavras-chave: Satisfação discente. Avaliação de cursos superiores. Avaliação discente. EVALUATION OF A HIGHER EDUCATION PROGRAM THROUGH STUDENT SATISFACTION/DISSATISFACTIONAbstract: This study analyzed the evaluation of a higher education program by identifying factors that cause satisfaction and dissatisfaction according to higher education students' views and also compared the results between distance learning and traditional classroom students. The questionnaire provided an opportunity for the students to spontaneously indicate the factors that caused satisfaction and dissatisfaction. The results were then analyzed using content analysis technique. The results indicate that students evaluate curriculum structure, faculty, and social environment as the main determinants of satisfaction and dissatisfaction concerning to the program. Significant differences were found in the comparison between traditional classroom and distance learning formats. Department infrastructure and some characteristics of the program were considered unimportant for the students' program evaluation.

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Section: Avaliação De Um Curso De Ensino Superior Através Da Satisfaçunclassified

Section: Análise E Discussãounclassified

Avaliação de um curso de ensino superior através da satisfação/insatisfação discente

Souza

Reinert

2010

Avaliação (Campinas)

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“…To be sure, online instructors must avoid a hit-and-run approach in which they merely post canned lectures and notes on their institution's course management system (e.g., Blackboard). When a distance learning course is poorly planned and executed, students' satisfaction and learning suffer (Lawrence & Singhania, 2004;Vamosi, Pierce, & Slotkin, 2004). However, a thoughtful educator can structure and present an online course in a way that promotes students' interaction with their fellow students and instructor and their mastery of course concepts (Arbaugh & Benbunan-Fich, 2007;Sonner, 1999).…”

Section: Perceptions About the Effectiveness Of Online Learningmentioning

confidence: 99%

Factors That Affect Students’ Capacity to Fulfill the Role of Online Learner

Comer

Lenaghan

Sengupta

2015

Journal of Education for Business

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Because most undergraduate students are digital natives, it is widely believed that they will succeed in online courses. But factors other than technology also affect students' ability to fulfill the role of online learner. Self-reported data from a sample of more than 200 undergraduates across multiple online courses indicate that students generally view themselves as having attributes that equip them for online learning. Additionally, courselevel factors affect students' online learning experiences. Specifically, students in qualitative (vs. quantitative) courses and in introductory (vs. advanced) classes reported more positive perceptions of their online learning and various aspects of their coursework.

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“…However, an increasing number of studies have also reported that technology does not necessarily bring about positive effects on teaching and learning [7][8] [9]. Sometimes there are even negative experiences and outcomes [10] [11][12] [13].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Technology Enhancement in Blended Learning: An Instrumental Perspective

Lam

Lee

2015

Communications in Computer and Information Science

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Abstract. Studies on institutional policies on the use of technology in blended learning reveal that technology choices and policy implementation are largely governed by three common perceptions: (1) technology per se has its own logic of effectiveness and operation, (2) the choice of technology is based on its utilities across contexts, and (3) the application of technology is pre-determined. However, this commonality overlooks the existence of various factors that shape the effectiveness of technology at different stages of application.This paper examines, via the perspective of policy instrument, various factors that may hinder or facilitate the effectiveness of technology in blended learning. The use of technology is conceptualized as a policy instrument in the process of formulating and implementing institutional policies on blended learning. Its effectiveness is analyzed using four theories of policy instrument, namely the 'classical', 'contextual', 'instrument-context' and 'constitutive' approaches to instrument. Results of the analysis show the dynamic nature of effectiveness which should be considered when formulating institutional policies on technology-enhanced learning.

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Distance Learning in an Accounting Principles Course—Student Satisfaction and Perceptions of Efficacy

Cited by 53 publications

References 5 publications

Avaliação de um curso de ensino superior através da satisfação/insatisfação discente

Avaliação de um curso de ensino superior através da satisfação/insatisfação discente

Factors That Affect Students’ Capacity to Fulfill the Role of Online Learner

Effectiveness of Technology Enhancement in Blended Learning: An Instrumental Perspective

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