Managing Student Expectations Online

Abstract

In contrast to other studies of students in online environments, which examine the skills and attitudes that students bring to an online university learning environment, we are interested in the expectations with which students come to online university study. Four expectational barriers, which arise from students' background and cultural history, are identified as being: who is responsible for learning, who is responsible for student interaction with content, who is responsible for the use of appropriate learning strategies and who is responsible for required ancillary skills. There is a discussion of how these barriers arise and how one might attempt to manage the students' expectations and ameliorate their effects.

Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance

“…In VL, especially in an asynchronous mode, students can learn at their pace, place, and time (Kerimbayev, 2016;Mupinga, 2005), which can contribute significantly to learning performance (Murugaiah & Yen, 2019). Additionally, online learning has some Learners' Expectations towards Virtual Learning and its … International Journal of Instruction, January 2024 • Vol.17, No.1 shortcomings related to learners or instructors (Kebritchi et al, 2017;Murugaiah & Yen, 2019;Nortvig et al, 2018) however the disparity between online learning and the expectation of students may affect their learning performance (Newlands & Coldwell, 2005). Several factors may affect to students perform in online classes such as parental education, students' geographical locations of schools and their homes (Westbrook, 2014) whereas the lack of infrastructure and resources, diverse teaching strategies (Mupinga et al, 2006), and negligence of concerned stakeholders (Blömer et al, 2020;Uygur et al, 2020) have created barriers to virtual learning.…”

The Anomali on Technology Readiness Profile of Elementary School Teachers in Online Learning Amid Covid-19

“…With such expectations, there will be various obstacles encountered in their implementation. This challenge can only be solved using multiple features (for example, Chatting, Forum, Quiz, Assignment, Task, Discussion, Grouping) that exist on the e-learning platform used (Leontyeva, 2018;Newlands & Coldwell, 2005). Selected platform by the teachers in building online learning environments that can bring up social presence and cognitive presence will determine success (Gooch & Watts, 2015;Garrison, 2009).…”