Successful Teaching on Television

Lacina, Lorna J.; Book, Connie Ledoux

doi:10.1080/87567555.1991.9933421

Cited by 3 publications

(1 citation statement)

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“…A lack of stimulating visuals was seen as a problem in the Barker and Patrick study (1989) of a graduate statistics class. Smith and McNelis (1993) found that the technology can be distracting for students, while Lacina and Book (1989) found that televised instruction can be passive, and that distance education needs to provide a variety of ways for interaction among students and with the instructor to be effective. A report on Nova University's Extramural graduate program summed up the problems associated with distance education delivery mechanisms,…”

Section: Problems In Distance Educationmentioning

confidence: 99%

Review of the factors influencing the satisfaction of learning in online courses at Marshall University

Fox¹

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The purpose of this study is to determine what factors influence online course satisfaction. Additionally, the study investigates differences in demographics between traditional student populations and those students attracted to online courses. Research questions were defined for investigating relationship between student satisfaction in the online course with the of the amount of learner interaction and feedback, the reason students enrolled in the course, faculty expertise in online technologies, the course pace, the combination of instructional strategies used in the course, and the students prior experience with the online course product. Additionally, course retention data was calculated as a secondary satisfaction indicator. To achieve this purpose, the Flashlight Current Student Inventory and Flashlight Gap Analysis surveys were utilized in the study. Standard research methodology was used to collect, analyze, and report on the data. The research population for this study was 1129 Marshall University students enrolled in 50 online courses during the fall 1999 term. The responses indicate that students enrolled in online courses are more likely to be older than traditional students, and have a higher percentage of females. Overall, student satisfaction with online courses was medium to high. The data implies the student satisfaction is influenced by the amount and type of learner interaction and feedback, the reason why a student takes a course, faculty technical expertise, the pace of the course, and the type of instructional strategies employed in the course. The data did not support the notion that a student's expertise in the online course delivery product called WebCT influenced student satisfaction. The retention rates for online courses exceeded the traditional course rate. iii ACKNOWLEDGEMENTS This dissertation is the outcome of a remarkable system of support supplied by my committee, family and friends. With my deepest gratitude and love to my husband, daughters, mother, and sister who have provided me with emotional support and encouragement. Without the help of these individuals completion of this work would not be possible. For their guidance and encouragement I am deeply grateful. Dr. Mike Cunningham, my committee chair, has provided me with assistance and direction throughout my program. Dr. Dennis P. Prisk has continued to mentor me in all aspects of Higher Education Administration and has been a significant source of support and encouragement throughout my dissertation. Dr. Robert Gillespie, Dr. Powell Toth, and Dr. Ernest Goeres have shown me enormous compassion, support and encouragement, especially during the prospectus process. I will be forever grateful to these individuals. I would also like to thank several other individuals who assisted in the dissertation review, Dr.

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Section: Problems In Distance Educationmentioning

confidence: 99%

Review of the factors influencing the satisfaction of learning in online courses at Marshall University

Fox¹

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Teaching via Interactive Television: An Examination of Teaching Effectiveness and Student Satisfaction

Pool

1996

Journal of Education for Business

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Enhancing the Potential of Distance Education: A Case Study Involving Groupware

Foegen

Howe

Deno

et al. 1998

Teacher Education and Special Education: The Journal of the Tea

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Distance education can be used to address the dilemmas of teacher shortages and attrition rates that plague tbe field of special education by supporting preservice and inservice training of individuals who, because of geography or circumstance, cannot access higher education. This paper examines three problems inherent in the delivery of distance education and uses the teacher effectiveness literature as a context for exploring potential enhancements. An inservice workshop is described in which distance education was supplemented with a groupware technology that facilitated principles of effective instruction. Outcomes of the workshop, benefits and practical considerations related to groupware use, and areas of future research are outlined.

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Successful Teaching on Television

Cited by 3 publications

References 0 publications

Review of the factors influencing the satisfaction of learning in online courses at Marshall University

Review of the factors influencing the satisfaction of learning in online courses at Marshall University

Teaching via Interactive Television: An Examination of Teaching Effectiveness and Student Satisfaction

Enhancing the Potential of Distance Education: A Case Study Involving Groupware

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