Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction
Jared Keengwe, University of North Dakota, United States ; Biljana Wilsey, North Carolina State University, United States
IJICTE Volume 8, Number 3, ISSN 1550-1876 Publisher: IGI Global
This article reports online graduate students’ perceptions of face-to-face classroom instruction in a doctoral program at a large public university in the eastern United States. The purpose of this study is to examine the experiences of graduate students returning to a face-to-face classroom after becoming accustomed to online learning. The students’ online course experiences impacted their subsequent return to the face-to-face classroom in terms of logistics (anxiety finding a physical classroom, budgeting time to make it there) and learning (including interactions with students and instructors). The primary impact was increased appreciation of face-to-face interactions. Instructors also gained experience applying some other strategies to improve their classes. These findings could inform course developers and instructors about student expectations in face-to-face classrooms as well as stimulate reflections on recommendations for instructional improvements to enhance student learning.
Keengwe, J. & Wilsey, B. (2012). Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction. International Journal of Information and Communication Technology Education, 8(3), 45-54. IGI Global.