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Findings of Aspects Affecting Students’ Perceptions Regarding Instructional Quality of Online Courses: An Empirical Study
PROCEEDINGS

, The Learning Institute of Texas, United States ; , University of Houston, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study was descriptive and comprehensive study about the perceptions of college students regarding instructional quality of online courses using WebCT. The results of this study showed overall positive perceptions regarding the instructional quality of online courses delivered via WebCT (M = 2.63, SD = 0.87). The means obtained for students' perceptions regarding the instructional quality items ranged from 2.45 to 2.86. The visual appealing Web site material received the highest rating (M = 2.86). Clarity and purpose in introduction to content components earned the lowest ratings (M = 2.45). This result was closely correlated to students' responses regarding the important aspects of instructional quality of online courses. The most important aspect given by students was "clear instruction." Study results also indicated that there were lots of other perceived aspects that affect students' views of the instructional quality of an online course, such as interaction, design, convenience, feedback, and usability, etc.

Citation

Song, H. & Kidd, T. (2005). Findings of Aspects Affecting Students’ Perceptions Regarding Instructional Quality of Online Courses: An Empirical Study. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2402-2407). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2020 from .

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