You are here:

Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses
ARTICLE

, ,

Internet and Higher Education Volume 37, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examine student perception on the helpfulness of the twelve different facilitation strategies used by instructors on establishing instructor presence, instructor connection, engagement and learning. One hundred and eighty eight graduate students taking online courses in Fall 2016 semester in US higher education institutions responded to the survey. Among the 12 facilitation strategies, instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in all four constructs (instructor presence, instructor connection, engagement and learning). Interactive visual syllabi of the course was rated the lowest, and video based introduction and instructors' use of synchronous sessions to interact were rated lowest among two of the four constructs. Descriptive statistics for each of the construct (instructor presence, instructor connection, engagement and learning) by gender, status, and major of study are presented. Confirmative factor analysis of the data provided aspects of construct validity of the survey. Analysis of variance failed to detect differences between gender and discipline (education major versus non-education major) on all four constructs measured. However, undergraduate students rated significantly lower on engagement and learning in comparison to post-doctoral and other post graduate students.

Citation

Martin, F., Wang, C. & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37(1), 52-65. Elsevier Ltd. Retrieved June 16, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2018.01.003

Keywords