You are here:

Student Views of Effective Online Teaching in Higher Education
ARTICLE

American Journal of Distance Education Volume 20, Number 2, ISSN 0892-3647

Abstract

This study investigated student views of online instruction in higher education courses. Data were collected from 199 online students using a Web-based instrument. The instrument consisted of items that were expected to be associated with effective online teaching. One overall effective teaching item was regressed onto twenty-five items in order to identify a core group of items that related most strongly with effective teaching. Seven items emerged as the core group: adapting to student needs, using meaningful examples, motivating students to do their best, facilitating the course effectively, delivering a valuable course, communicating effectively, and showing concern for student learning. These seven items explained 86.2% of the variability in effective teaching and provided one definition of effective online teaching. In open-ended comments, the students wrote that effective teachers are visibly and actively involved in the learning, work hard to establish trusting relationships, and provide a structured, yet flexible classroom environment.

Citation

Young, S. (2006). Student Views of Effective Online Teaching in Higher Education. American Journal of Distance Education, 20(2), 65-77. Retrieved April 25, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. What are the key attributes of effective online teachers?

    Mary Rose O.P.

    Journal of Open, Flexible, and Distance Learning Vol. 22, No. 2 (Dec 13, 2018) pp. 32–48

  2. Enhancing Synchronous Online Learning Using Digital Graphics Tablets

    Chukwuka Iwundu, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 180–186

  3. Teaching Practices and Teacher Perceptions in Online World Language Courses

    Chin-Hsi Lin & Binbin Zheng, Michigan State University, United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 275–303

  4. Designing an Incentive-Based Online Education System to Encourage Student Collaboration

    Jennifer Seaton, Joanne Traves, Gordon McCalla & Richard Schwier, University of Saskatchewan, Canada

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1364–1371

  5. Development and validation of the Online Student Connectedness Survey (OSCS)

    Doris Bolliger, University of Wyoming; Fethi Inan, Texas Tech University

    The International Review of Research in Open and Distributed Learning Vol. 13, No. 3 (May 22, 2012) pp. 41–65

  6. Psychosocial Well-Being of Israeli Students and Attitudes toward Open and Distance Learning

    Gila Kurtz, Bar-Ilan University & The Centre for Academic Studies; Yair Amichai-Hamburger, Interdisciplinary Center Herzelia; Jeffrey Kantor, Bar-Ilan University & Ariel University Center

    The International Review of Research in Open and Distributed Learning Vol. 10, No. 2 (Apr 02, 2009)

  7. Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching

    Evrim Baran, Ana-Paula Correia & Ann Thompson, Iowa State University, United States

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2853–2860

  8. Using Moodle Academy To Prepare Technical College Faculty for Online Teaching: An Evaluation Model

    Ronald McBride, Northwestern State University of Louisiana, United States; Amber Thompson, Isothermal Community College, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 513–518

  9. Best Practices in eLearning that Increase Social Presence and Teacher Immediacy in Large Blended Classes

    Glenda Gunter & Robert Kenny, University of Central Florida, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1732–1737

  10. Strategies for Enhancing Student Engagement in Large Online Classes

    Victoria Rath & Glenda Gunter, PhD, University of Central Florida, United States; Junia de Carvaho Fidelis Braga, Federal University of Minas Gerais, Brazil

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 770–775

  11. E-pedagogy: What Students Want

    Steve Bounds, Arkansas State University, United States

    Global Learn 2010 (May 17, 2010) pp. 4162–4167

  12. Fight the dragons: Using online discussion to promote critical literacy in teacher education

    Christine Woodcock, Southern New Hampshire University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 9, No. 2 (June 2009) pp. 95–116

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.