Student and faculty perceptions of the quality of online learning experiences

Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive onl...

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Autores principales:	Michael E. Ward, Gary Peters, Kyna Shelley
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	INTERNET in education DISCUSSION in education WEB-based instruction ONLINE courses *INSTRUCTIONAL EFFECTIVENESS in higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b039d77514a645caaae67826a4793bb2
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spelling	oai:doaj.org-article:b039d77514a645caaae67826a4793bb22021-12-02T18:03:25ZStudent and faculty perceptions of the quality of online learning experiences10.19173/irrodl.v11i3.8671492-3831https://doaj.org/article/b039d77514a645caaae67826a4793bb22010-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/867https://doaj.org/toc/1492-3831Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed. The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration.Michael E. WardGary PetersKyna ShelleyAthabasca University PressarticleINTERNET in education DISCUSSION in education WEB-based instruction ONLINE courses *INSTRUCTIONAL EFFECTIVENESS in higher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 3 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	INTERNET in education DISCUSSION in education WEB-based instruction ONLINE courses *INSTRUCTIONAL EFFECTIVENESS in higher education Special aspects of education LC8-6691
spellingShingle	INTERNET in education DISCUSSION in education WEB-based instruction ONLINE courses *INSTRUCTIONAL EFFECTIVENESS in higher education Special aspects of education LC8-6691 Michael E. Ward Gary Peters Kyna Shelley Student and faculty perceptions of the quality of online learning experiences
description	Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed. The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration.
format	article
author	Michael E. Ward Gary Peters Kyna Shelley
author_facet	Michael E. Ward Gary Peters Kyna Shelley
author_sort	Michael E. Ward
title	Student and faculty perceptions of the quality of online learning experiences
title_short	Student and faculty perceptions of the quality of online learning experiences
title_full	Student and faculty perceptions of the quality of online learning experiences
title_fullStr	Student and faculty perceptions of the quality of online learning experiences
title_full_unstemmed	Student and faculty perceptions of the quality of online learning experiences
title_sort	student and faculty perceptions of the quality of online learning experiences
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/b039d77514a645caaae67826a4793bb2
work_keys_str_mv	AT michaeleward studentandfacultyperceptionsofthequalityofonlinelearningexperiences AT garypeters studentandfacultyperceptionsofthequalityofonlinelearningexperiences AT kynashelley studentandfacultyperceptionsofthequalityofonlinelearningexperiences
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Student and faculty perceptions of the quality of online learning experiences

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