Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 1399-1403
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. As online instruction increases, educational institutions, students and society need to make sure that online courses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are online courses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on the effectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 222-227
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. Asonline instruction increases, educational institutions, students and society need to make sure that onlinecourses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are onlinecourses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on theeffectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

Technology-Infused Education

2017 ◽  
pp. 230-240
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Environmental Factors ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Online Classes ◽  
Teaching Online ◽  
The Impact ◽  
Students Satisfaction

Technology can be a useful tool to educate students. Online courses take advantage of these tools and provide students with the flexibility to complete the courses remotely. However, student perceptions of online classes will not be the same as they complete the course remotely, rather than interacting with other students and the instructor in a traditional classroom. This study seeks to better understand the factors of the online course environment and examines the impact that various online environmental factors have on student satisfaction. This study identifies factors that affect students' satisfaction toward the online class. These findings should help instructors teaching online classes concentrate more on factors that are considered to be important to their students.

Online Learner Expectations

2011 ◽  
pp. 1501-1505
Author(s):  
Gary W. Hawkins ◽  
Jason D. Baker
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Rapid Growth ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Experience ◽  
Educational Programs ◽  
Educational Institutions ◽  
Face To Face ◽  
The Face

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without ashared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

scholarly journals Student Satisfaction in the Virtual Classroom

2005 ◽  
Author(s):  
James Johnston ◽  
Jeff Killion ◽  
Jody Oomen
Keyword(s):  
Literature Review ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Virtual Classroom ◽  
Design And Implementation

This article is a literature review that identifies contributors to student satisfaction with online instruction. Key among these contributors is flexibility within the course and contact with the instructor. Suggestions and steps are offered for the design and implementation of online courses.

Current and Future Trends in Higher Education Learning

2015 ◽  
pp. 277-292 ◽  
Author(s):  
Mary Holz-Clause ◽  
Dileepkumar Guntuku ◽  
Vikram Koundinya ◽  
Reginald Clause ◽  
Kanika Singh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Courses ◽  
Future Trend ◽  
Future Trends ◽  
Information And Communication ◽  
Methods Of Learning ◽  
Teaching Learning

Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.

Distance Learning Courses

2012 ◽  
pp. 17-32
Author(s):  
Kelley Walters ◽  
Melanie Shaw ◽  
David Long
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Online Classes ◽  
Instructional Efficacy ◽  
Online Assessments ◽  
Available Technology ◽  
Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.

A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes

2008 ◽  
pp. 3391-3404
Author(s):  
Daniel J. Shelley ◽  
Louis B. Swartz ◽  
Michele T. Cole
Keyword(s):  
Rural Communities ◽  
Student Satisfaction ◽  
Online Courses ◽  
Traditional Classroom ◽  
Business Law ◽  
New Paradigm ◽  
Working Adults ◽  
Student Profile ◽  
Institutions Of Higher Learning ◽  
The Cost

The trend in academia to online learning has gained momentum in the past decade, due in part to the cost of higher education, a changing student profile, lack of traditional classroom space and the recognition that distance learning has created a new paradigm of instruction. Universities wishing to maintain or expand enrollments need to be able to respond effectively to the educational needs of working adults, students in the military and residents of rural communities as well as of other countries. Online (Internet-based) course offerings constitute a creative and increasingly popular response to these challenges. As more and more institutions of higher learning offer online courses, the question arises whether they are, or can be, as effective as courses offered in the traditional classroom format. Answering the question has been the focus of several studies. Our study compared students enrolled in both online and traditional classroom versions of one business law course where all elements were the same except for the instruction format. The study found no significant difference between the two formats with regard to student satisfaction and student learning. The findings support earlier comparisons of online and traditional instruction modes

Toward an Open Empowered Learning Model of Pedagogy in Higher Education

2016 ◽  
pp. 205-222 ◽  
Author(s):  
Robyn Smyth ◽  
Carina Bossu ◽  
Adrian Stagg
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Online Courses ◽  
Learning Model ◽  
Open Educational Resources ◽  
Educational Institutions ◽  
Traditional Values ◽  
Emerging Trends ◽  
Open Educational Practices ◽  
Opening Up

This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including open educational resources (OER), open educational practices (OEP) and massive open online courses (MOOCs). These trends are transforming and challenging the traditional values and structures of universities, including curriculum design, pedagogies, and approaches to recognise and accredit learning assisted by OEP. We will also reflect on ways in which OEP, open ecosystems and the recognition of open learning experiences can further support learners, educators and educational institutions. In doing so, we will revise and re-work a learner centred model (Smyth, 2011) to incorporate some of the current transformation brought by openness. The revised model, called Open Empowered Learning Model, will prompt discussion on alternative ways in which learners, educators and educational institutions could take full advantage of these new trends.

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