
Course Design Factors Influencing the Success of Online Learning
PROCEEDINGS
Karen Swan, University at Albany, United States ; Peter Shea, Eric Fredericksen, Alexandra Pickett, SUNY Learning Network, United States ; Greg Maher, University at Albany, United States
WebNet World Conference on the WWW and Internet, in San Antonio, Texas Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
This paper looks at factors affecting the success of asynchronous online learning through an investigation of relationships between student perceptions and course design factors in one of the largest asynchronous learning networks in the country. It finds that three such factors -- consistency in course design, interaction with course instructors, and active discussion – have been consistently shown to significantly influence the success of online courses. It is posited that the reason for these findings relates to the importance of building community in online courses.
Citation
Swan, K., Shea, P., Fredericksen, E., Pickett, A. & Maher, G. (2000). Course Design Factors Influencing the Success of Online Learning. In Proceedings of WebNet World Conference on the WWW and Internet 2000 (pp. 513-518). San Antonio, Texas: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2021 from https://www.learntechlib.org/primary/p/6412/.
© 2000 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Eastmond, D.V. (1995) Alone but Together: Adult Distance Study through Computer Conferencing. Cresskill, NJ: Hampton Press.
- Harasim, L. (1990) On-line Education: Perspectives on a New Environment. New York: Praeger.\x0cPage 518 Hawisher, G.E. &
- Pemberton, M.A. (1997) Writing across the curriculum encounters asynchronous learning networks or WAC meets up with ALN. Jounal of Asynchronous Learning Networks, 1 (1).
- Irani, T. (1998) Communication potential, information richness and attitude: A study of computer mediated communication in the ALN classroom. ALN Magazine, 2 (1).
- Jiang, M. & Ting, E. (1998) Course design, instructions, and students™ online behaviors: A study of course variables and students™ perceptions of online learning.
- Powers, S. & Rossman, M. (1985). Student satisfaction with graduate education: Dimensionality and assessment in college education. Psychology: A Quarterly Journal of Human Behavior, 22 (2), 46-49.
- Richardson, J. & Ting, E. (1999) Making the most of interaction: what instructors do that most affect students™ perceptions of their learning. Paper presented at the 5 th
- Bereiter, C. (1996) Computer support for knowledge-building communities. In Koschmann, T.(Ed.)
- Wegerif, R. (1998) The social dimension of asynchronous learning networks. Jounal of Asynchronous Learning Networks, 2 (1).
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Tools for Seamless Teaching in Online and Hybrid Contexts
Amanda Hurlbut & Karen Dunlap, Texas Woman's University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 460–465
-
Building Professional Development Bridges Online
Douglas Lynch, University of New England, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 532–535
-
The Impact of Affective Communications on Students' Perceptions and Performance in an Online University Course
Claire Gordon, Esther Klein-Wohl & Tova Persoff, The Open University of Israel, Israel
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 395–399
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.