Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses

Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus course...

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Autores principales:	Rebecca A. Glazier, Heidi Skurat Harris
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	online education survey research online student online instructor online accessibility face-to-face Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d69a60b5ae074be8ab068550eaa37679
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spelling	oai:doaj.org-article:d69a60b5ae074be8ab068550eaa376792021-12-02T19:20:52ZInstructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses10.19173/irrodl.v22i3.55461492-3831https://doaj.org/article/d69a60b5ae074be8ab068550eaa376792021-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5546https://doaj.org/toc/1492-3831Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise. Rebecca A. GlazierHeidi Skurat HarrisAthabasca University Pressarticleonline educationsurvey researchonline studentonline instructoronline accessibilityface-to-faceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	online education survey research online student online instructor online accessibility face-to-face Special aspects of education LC8-6691
spellingShingle	online education survey research online student online instructor online accessibility face-to-face Special aspects of education LC8-6691 Rebecca A. Glazier Heidi Skurat Harris Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
description	Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.
format	article
author	Rebecca A. Glazier Heidi Skurat Harris
author_facet	Rebecca A. Glazier Heidi Skurat Harris
author_sort	Rebecca A. Glazier
title	Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
title_short	Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
title_full	Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
title_fullStr	Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
title_full_unstemmed	Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
title_sort	instructor presence and student satisfaction across modalities: survey data on student preferences in online and on-campus courses
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/d69a60b5ae074be8ab068550eaa37679
work_keys_str_mv	AT rebeccaaglazier instructorpresenceandstudentsatisfactionacrossmodalitiessurveydataonstudentpreferencesinonlineandoncampuscourses AT heidiskuratharris instructorpresenceandstudentsatisfactionacrossmodalitiessurveydataonstudentpreferencesinonlineandoncampuscourses
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Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses

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