A Longitudinal Comparative Study of Student Perceptions in Online Education
Yehia Mortagy, Seta Boghikian-Whitby, University of La Verne, United States
IJELLO Volume 6, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
This paper, a subset of a larger experimental longitudinal study, compared students’ perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interac- tions with other students. Both face-to-face and online students’ perceptions were measured over eight years, in a course designed using Chickering’s Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students’ perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student’s online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.
Mortagy, Y. & Boghikian-Whitby, S. (2010). A Longitudinal Comparative Study of Student Perceptions in Online Education. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 23-44. Informing Science Institute.
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All Work and No Results: The Limits of Synchronous Activity in the Asynchronous Learning Environment
Laurie Bedford & Kimberlee Bethany Bonura, Walden University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 542–546
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