How do students want to learn in online distance education? Profiling student preferences

How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevan...

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Autor principal:	Rob Koper
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	open universities higher education distance educationl open learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/59258f2780b1459ba8600d6aa158bc33
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spelling	oai:doaj.org-article:59258f2780b1459ba8600d6aa158bc332021-12-02T19:20:43ZHow do students want to learn in online distance education? Profiling student preferences10.19173/irrodl.v16i1.20001492-3831https://doaj.org/article/59258f2780b1459ba8600d6aa158bc332015-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2000https://doaj.org/toc/1492-3831 How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching? In this study, three groups (enrolled students, N=1939; prospective students, N=296, people in the target group of the course or program, N=255) completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study), pacing (fixed time schedule versus flexibility in time and tempo), the degree to which the study has a practical orientation, the degree of proactive (versus reactive) teaching and a preference for indepth learning versus superficial learning. Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master), and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups. Rob KoperAthabasca University Pressarticleopen universitieshigher educationdistance educationlopen learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 1 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	open universities higher education distance educationl open learning Special aspects of education LC8-6691
spellingShingle	open universities higher education distance educationl open learning Special aspects of education LC8-6691 Rob Koper How do students want to learn in online distance education? Profiling student preferences
description	How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching? In this study, three groups (enrolled students, N=1939; prospective students, N=296, people in the target group of the course or program, N=255) completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study), pacing (fixed time schedule versus flexibility in time and tempo), the degree to which the study has a practical orientation, the degree of proactive (versus reactive) teaching and a preference for indepth learning versus superficial learning. Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master), and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups.
format	article
author	Rob Koper
author_facet	Rob Koper
author_sort	Rob Koper
title	How do students want to learn in online distance education? Profiling student preferences
title_short	How do students want to learn in online distance education? Profiling student preferences
title_full	How do students want to learn in online distance education? Profiling student preferences
title_fullStr	How do students want to learn in online distance education? Profiling student preferences
title_full_unstemmed	How do students want to learn in online distance education? Profiling student preferences
title_sort	how do students want to learn in online distance education? profiling student preferences
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/59258f2780b1459ba8600d6aa158bc33
work_keys_str_mv	AT robkoper howdostudentswanttolearninonlinedistanceeducationprofilingstudentpreferences
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How do students want to learn in online distance education? Profiling student preferences

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