Online Courses: Student Preferences Survey

Gillingham, Margaret; Molinari, Carol

doi:10.18278/il.1.1.4

Cited by 14 publications

(16 citation statements)

References 9 publications

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“…Therefore, learner's access to resources such as computers, the Internet, data, smart devices and other digital tools is vital in determining certain learner behaviors. According to [8] "the selection of various online technologies to best enhance student learning may be based on many factors including the learner's preferences and experiences" (p. 1). These preferences are could be influenced by certain key factors.…”

Section: Background Of the Studymentioning

confidence: 99%

Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Aheto-Domi¹,

Issah²,

Dorleku³

2020

EDUCATION

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COVID 19 has thrown a new challenge to tutors in the colleges of education in Ghana. The purpose of this study was to examine tutors' readiness in the use of virtual/digital learning classrooms in the Colleges of Education in Ghana. The study employed an analytical survey design. The study targeted tutors in the colleges of education in Ghana. The sample size for the study was 590 (495 tutors and 95 students). Focused group discussion was used to validate the data obtained from the tutors that is why the tutor number is greater than that of the students. The instruments used for data collection were questionnaire and focused-group discussion. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The study found that tutors have not acquired any formal training in how to do the blended learning and also use virtual learning platforms in their lesson deliveries. The study also revealed that tutors' pedagogical skills in delivering virtual lessons have a positive relationship on students' achievement. The study recommended that tutors should be adequately trained on how to use virtual learning platforms. The study again recommended that all colleges of education should have a robust LMS that would curb future occurrences, and policies on LMS should be implemented.

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Section: Background Of the Studymentioning

confidence: 99%

Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Aheto-Domi¹,

Issah²,

Dorleku³

2020

EDUCATION

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“…Previous studies have established that flexibility constitutes a key factor in students' enrollment in online courses (Gillingham & Molinari, 2012;Hung et al, 2010;Jaggars, 2014;Northrup, 2002).…”

Section: Flexible Learning In Online Coursesmentioning

confidence: 99%

“…Students choose online courses for many reasons, including the opportunity to better balance their busy life schedule, which is full of responsibilities such as childcare and work (Gillingham & Molinari, 2012;Jaggars, 2014). Some students believe that online courses allow them to use their learning time outside of class more efficiently than in-class time.…”

Section: Flexible Learning In Online Coursesmentioning

confidence: 99%

“…It reflects a shift from teacher-centered pedagogies and practices towards more innovative, student-centered approaches (Wanner & Palmer, 2015). Studies have indicated that flexibility is perceived as beneficial to online instruction (Gillingham & Molinari, 2012;Soffer, Kahan, & Livne, 2017) and constitutes a key factor in students' enrollment in online courses (Jaggars, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Patterns of Students’ Utilization of Flexibility in Online Academic Courses and Their Relation to Course Achievement

Soffer¹,

Kahan²,

Nachmias³

2019

IRRODL

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Online academic courses provide students with flexible learning opportunities by allowing them to make choices regarding diverse aspects of their learning process; hence, such courses support personalized learning. This study aimed to analyze the ways students make use of flexibility in online academic courses based on learning time, place, and access to learning resources, as well as to investigate how this relates to differences in course achievement. The study examined 587 students in four online courses. Educational data mining (EDM) methodology was used to trace students’ behavior in the courses and to compute 34 variables, which describe their use of flexibility. The results show that students developed different patterns of learning time, place, and access to content, which indicates that flexibility was used substantially. Students’ achievements were significantly related to patterns of learning time and access to learning resources. Understanding the different patterns of flexibility usage may support the design of personalized learning and increase collaboration among students with similar characteristics.

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“…With templates, faculty are able to focus on course content and engagement with students, while students benefit from less anxiety and isolation as online learners (Burgess et al, 2008). In 2012, Gillingham and Molinari noted that quality of online learning and student satisfaction were dependent upon instructional design. Notably missing from their study was consideration for the course-design template, in other words, how course components were offered across the program.…”

Section: Literature Reviewmentioning

confidence: 99%

Consistency is key in online learning: Evaluating student and instructor perceptions of a collaborative online-course template

Scutelnicu

Tekula

Gordon

et al. 2019

Teaching Public Administration

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This study examines the features and benefits of a collaborative online-course template designed for and used by the department of public administration program at a mid-Atlantic university in the USA. Drawing on a multi-informant original survey addressed to students and faculty the study aims to answer the question: to what extent are online-course templates beneficial to student learning and instructor teaching experiences? Findings suggest that, overall, both students and faculty had positive perceptions of the template’s consistency in terms of format and access, but students found the template to be more beneficial to their learning than did faculty to their teaching.

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Online Courses: Student Preferences Survey

Cited by 14 publications

References 9 publications

Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Patterns of Students’ Utilization of Flexibility in Online Academic Courses and Their Relation to Course Achievement

Consistency is key in online learning: Evaluating student and instructor perceptions of a collaborative online-course template

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