A critique of the length of online course and student satisfaction, perceived learning, and academic performance. Natasha Lindsey

Size: px
Start display at page:

Download "A critique of the length of online course and student satisfaction, perceived learning, and academic performance. Natasha Lindsey"

Transcription

1 Running head: LENGTH OF ONLINE COURSE STUDENT SATISFACTION 1 A critique of the length of online course and student satisfaction, perceived learning, and academic performance Natasha Lindsey University of Alabama

2 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 2 Introduction As online courses continue to expand in the educational environment, many postsecondary institutions are now including online learning as part of their long-term strategy. One trend associated with this strategy is the opportunity for fast track certifications in education through the offering of condensed five-week online courses during the summer semesters (Ferguson & DeFelice, 2010). Previous research associated with student satisfaction and course delivery has been reviewed using the degree of structure within a course, positive perceptions towards technology, completion time suitable to personal circumstances, course design, student interaction with the instructor and students, and level of collaborative activities offered in a web-based learning environment (Ferguson & DeFelice, 2010). Many studies associated with distance education have focused on comparing academic performance and effectiveness in an asynchronous and traditional classroom environment. The investigators of this research were unable to find research which compared student satisfaction in a full-term online course to that of an intensive five-week online course (Ferguson & DeFelice, 2010). Using the premises of the equivalency theory this study examined whether there were differences in student satisfaction, perceived learning, and performance when course content and teaching pedagogy remain consistent in courses which were only different in the length: one course composed of five-week intensive activities with the other lasting a full fifteen weeks (Ferguson & DeFelice, 2010). Intended Audience The intended audience for this article includes administrators, technical support and faculty members of any postsecondary institution within any field who are interested in adopting,

3 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 3 implementing or teaching five-week intensive asynchronous graduate courses. Article Topics Online learning, asynchronous formats, course satisfaction, communication, academic performance, massed and distributed learning as well as the equivalency theory composes the major topics associated with this article. Diagram Problem Statement Since the existing research has focused on intensive versus semester length courses in the traditional classroom setting, the first part of this study compares the shortened and full-length course formats based on student satisfaction with course interaction and the intention to participate in online courses in the future. The second part of the study compares academic performance in both settings (Ferguson & DeFelice, 2010). Research Questions For the purpose of this study, Ferguson and DeFelice (2010) used four research questions which were as follows: 1. Is there a difference in students satisfaction with communication between a fiveweek online course and a full-semester online course? 2. Will students in a five-week online course be more or less likely than students in a full-semester online course to take another online course? 3. Is there a difference in students perceived learning between a five-week online course and a full-semester online course?

4 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 4 4. Do graduate students enrolled in a five-week online course show similar student learning when compared to graduate students in a full-semester online course, as demonstrated by academic performance? (p.5) In addition, four hypotheses developed by Ferguson and DeFelice (2010) were used and are as follows: 1. Students in an intensive five-week online course will have a different satisfaction with course communication and interaction than students in a full-semester online course. 2. Students in an intensive five-week online course will have different satisfaction levels than students in a full-semester online course, as indicated by their intention to take online courses in the future. 3. Students perceived learning will be different in the intensive five-week online course than in the full-semester course. 4. There will be differences in students academic performance levels in the intensive five-week online course versus the full-semester course. (p. 6) Methodology The research was conducted at a medium-sized, liberal arts university using graduate students enrolled in a one year master s degree program. Seventy-five students completed a 15 question Likert scale survey over a period of four consecutive semesters. One course was taught during a five-week intensive online session while the other three courses were taught during the full fifteen-week term. To ensure equivalency, one professor taught all four courses using the same pedagogical approach, course requirements and teaching strategy within the course format.

5 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 5 The survey instrument used a four point scale which eliminated a neutral option. The scale rating ranged from 1 (strongly disagree), 2 (disagree), 3 (agree) and 4 (strongly agree). The authors used Cronbach s alpha to determine the reliability of the survey instrument to be.77 which is an acceptable degree of internal consistence (Ferguson and DeFelice, 2010). The second part of the research included the review of final grades from 114 students during three summer sessions and four full-semester sessions. To determine whether there were significant differences in student satisfaction with communication and interaction between the courses lengths a t test was used. Findings The findings showed no significant differences between the full-semester students and the intensive five-week students in terms of their intent to take additional online courses. While perceived learning was higher overall in the full-semester courses the differences were not significant. There were however, two differences found involving satisfaction with communication. Students in the intensive course were more satisfied with student to student interactions while students in the full-semester courses were more satisfied with instructor to student communications. This finding was aligned with hypothesis one. There were no significant differences found in students desire to take future online courses or perceived learning as such both hypotheses two are three were not supported. Since significant differences were found in associated with academic performance, hypothesis four was also supported. The significant difference associated with the students lower level of satisfaction with communication by the professor in a five-week course might be explained by the heavy burden and overwhelming nature of student s and questions received in such a short period of time.

6 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 6 The significant differences found in academic performance which showed higher performance in the intensified course could be explained by the students need for focus and to be on task continuously. Conclusions The research found within this article is groundbreaking and the first of its kind to explore how different formats influence student attitudes and academic performance. It also provides useful findings with implications for teaching in both formats. Effective communication among students and instructors is vital to online success. Instructors should offer a variety of methods for online communication, especially in short, intensified courses. Instructors should shift their teaching strategy for the intensified courses to emphasize interaction with students. This research also has the potential to bring about new institutional policies in determining the length of online courses. Article Review From reviewing this article, one could believe the conclusions are warranted and agree with the information provided. The study took place over a period of time and provided verifiable results to emphasize the findings stated. From the statistical analysis available one can clearly see that students in the intensive five-week course showed higher satisfaction with student to student communication than students in the full-semester courses as indicated: (t=4.09, p=.026). The authors did an excellent job of providing readable tables to emphasize their findings for all points of study. The article appeared to be well researched and written and as such, it is difficult for one to find any possible unstated beliefs or assumptions related to this subject matter. The authors

7 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 7 clearly stated limitations associated with the study and offered suggestions for future research to assist in clarifying any of these limitations. Since this research is the first of its kind, it offers many avenues for additional research. One such area for further consideration is the type of student who enrolls in intensive online courses. Research might be conducted to evaluate the demographics, personality characteristics and general expectations associated with these students. Other avenues for research would include ensuring familiarity with the technology for all students through workshops prior to participating in the study and then increasing the sample size to repeat the study identified within this article. Another study which could be of interest looks at class size and how this affects student satisfaction, perceived learning and actual academic performance. Potential research could include reviewing the students level of participation in the various communication options and level of satisfaction with their connection to the professor and other students. One final area for consideration might include comparing retention of learning between the intensive-semester and full-semester students.

8 LENGTH OF ONLINE COURSE STUDENT SATISFACTION 8 References Ferguson, J.M., DeFelice, A.F. (2010, May). Length of online course and student satisfaction, perceived learning, and academic performance. International Review of Research in Open and Distance Learning. 11 (2) Retrieved from

Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance

Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance International Review of Research in Open and Distance Learning ISSN: 1492-3831 Volume 11, Number 2. May 2010 Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance

More information

A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION

A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION Shari Koch, Instructional Designer imedia.it Christine D. Townsend, Professor and Head Kim E. Dooley,

More information

CONSUMERS OF ONLINE INSTRUCTION

CONSUMERS OF ONLINE INSTRUCTION CONSUMERS OF ONLINE INSTRUCTION Dr. Lillie Anderton Robinson, North Carolina A&T State University, andertol@ncat.edu ABSTRACT There is a great demand for the online delivery system of instruction. It accommodates

More information

Online Courses: An analysis of student satisfaction

Online Courses: An analysis of student satisfaction Online Courses: An analysis of student satisfaction Franza, T., Williams, D., Morote, E. & Cunningham, J Purpose of Study Abstract: The purpose of this study was to determine if existing student or instructor

More information

E-STUDENT RETENTION: FACTORS AFFECTING CUSTOMER LOYALTY FOR ONLINE PROGRAM SUCCESS

E-STUDENT RETENTION: FACTORS AFFECTING CUSTOMER LOYALTY FOR ONLINE PROGRAM SUCCESS E-STUDENT RETENTION: FACTORS AFFECTING CUSTOMER LOYALTY FOR ONLINE PROGRAM SUCCESS Queen E. Booker, Minnesota State University, Mankato, queen.booker@mnsu.edu Carl M. Rebman, Jr., University of San Diego,

More information

Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran

Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Jafar Yaghoubi 1 and Iraj Malekmohammadi 2 1. Assistant Professor, Zanjan University, Iran, Jafar230@yahoo.com 2.

More information

Online Class* Development Guidelines Middlesex Community College March 11, 2015

Online Class* Development Guidelines Middlesex Community College March 11, 2015 Online Class* Development Guidelines Middlesex Community College March 11, 2015 I. Online Class Proposal: Submission and Review** The proposal to develop a new online course should start six months before

More information

Teaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work? Denise Letterman, Robert Morris University

Teaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work? Denise Letterman, Robert Morris University Teaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work? Denise Letterman, Robert Morris University ABSTRACT The purpose of this study was to examine the relationship between

More information

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

Using Moodle Academy To Prepare Technical College Faculty for Online Teaching: An Evaluation Model Using Moodle Academy To Prepare Technical College Faculty for Online Teaching: An Evaluation Model Ronald McBride, Ph.D. Northwestern State University College of Education Natchitoches, LA 71497 mcbride@nsula.edu

More information

ESCC Guidelines for Credit Distance Learning Offerings

ESCC Guidelines for Credit Distance Learning Offerings ESCC Guidelines for Credit Distance Learning Offerings Philosophy/Mission Statement Eastern Shore Community College seeks to provide distance learning opportunities for its students who are unable, for

More information

MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students

MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students Jaya Kannan Associate Professor and Director, Learning Centre Metropolitan College of

More information

The Role of Community in Online Learning Success

The Role of Community in Online Learning Success The Role of Community in Online Learning Success William A. Sadera Towson University Towson, MD 21252 USA bsadera@towson.edu James Robertson University of Maryland University College Adelphia, MD USA Liyan

More information

2013 Political Science Department PAPR

2013 Political Science Department PAPR 2013 Political Science Department PAPR The Political Science Department offers a variety of courses designed to prepare students for transfer to four-year colleges and universities and provide training

More information

Establishing Guidelines for Determining Appropriate Courses for Online Delivery

Establishing Guidelines for Determining Appropriate Courses for Online Delivery www.ncolr.org/jiol Volume 4, Number 2, Fall 2005 ISSN: 1541-4914 Establishing Guidelines for Determining Appropriate Courses for Online Delivery Janet Smith Strickland Judy Butler University of West Georgia

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

High School Counselors Influence

High School Counselors Influence High School Counselors Influence Katey O Donnell and Katie Logan Undergraduate Students, Human Development and Family Studies Key Words: College freshmen, school counselors, high school, adequately prepared

More information

Adjunct Faculty Members Perceptions of Online Education Compared to Traditional. Education

Adjunct Faculty Members Perceptions of Online Education Compared to Traditional. Education Adjunct Faculty Members Perceptions of Online Education Compared to Traditional Education DIANE HAMILTON, Ph.D. 1 1 Ashford University, 8620 Spectrum Center Blvd., San Diego, CA 92123 Corresponding author:

More information

Examining antecedents of satisfaction for marketing/management students in higher education

Examining antecedents of satisfaction for marketing/management students in higher education Examining antecedents of satisfaction for marketing/management students in higher education ABSTRACT Monica B. Fine Coastal Carolina University Paul W. Clark Coastal Carolina University Marketing and management

More information

Perceptions of Compressed Video Distance Learning (DL) Across Location and Levels of Instruction in Business Courses

Perceptions of Compressed Video Distance Learning (DL) Across Location and Levels of Instruction in Business Courses Perceptions of Compressed Video Distance Learning (DL) Across Location and Levels of Instruction in Business Courses CONSTANCE R. CAMPBELL CATHY OWENS SWIFT GEORGIA SOUTHERN UNIVERSITY STATESBORO, GEORGIA

More information

THE IMPORTANCE OF TEACHING PRESENCE IN ONLINE AND HYBRID CLASSROOMS

THE IMPORTANCE OF TEACHING PRESENCE IN ONLINE AND HYBRID CLASSROOMS Allied Academies International Conference page 7 THE IMPORTANCE OF TEACHING PRESENCE IN ONLINE AND HYBRID CLASSROOMS Richard Bush, Lawrence Technological University Patricia Castelli, Lawrence Technological

More information

Changing Practice in an Ed.D. Program

Changing Practice in an Ed.D. Program 1 Changing Practice in an Ed.D. Program Beth Kania-Gosche, Lynda Leavitt, and Sherrie Wisdom In the Spring 2010 semester, an anonymous, electronic satisfaction survey was sent to all Ed.D. students (a

More information

Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact

Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact Emily Hixon, Ph.D. School of Education hixone@calumet.purdue.edu Janet Buckenmeyer, Ph.D. School of Education

More information

Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?

Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Jerald G. Schutte California State University, Northridge email - jschutte@csun.edu Abstract An experimental

More information

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes Advancing Women in Leadership Vol. 31, pp. 213-222, 2011 Available online at http://advancingwomen.com/awl/awl_wordpress/ ISSN 1093-7099 Full Length Research Paper Using Classroom Community to Achieve

More information

Assessing the quality of online courses from the students' perspective

Assessing the quality of online courses from the students' perspective Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,

More information

Comparing the Perceptions of Online Learning between Students with Experience and Those New to Online Learning

Comparing the Perceptions of Online Learning between Students with Experience and Those New to Online Learning between Students with Experience and Those New to Online Learning Information Technology, Learning, and Performance Journal, Vol. 25, No. 2 Lila Waldman Heidi Perreault Melody Alexander Jensen Zhao This

More information

Investigating the Effectiveness of Virtual Laboratories in an Undergraduate Biology Course

Investigating the Effectiveness of Virtual Laboratories in an Undergraduate Biology Course Investigating the Effectiveness of Virtual Laboratories in an Undergraduate Biology Course Lawrence O. Flowers, Assistant Professor of Microbiology, Fayetteville State University, USA ABSTRACT In the last

More information

D R A F T. Faculty Senate Ad Hoc Committee on Quality in Online Learning.

D R A F T. Faculty Senate Ad Hoc Committee on Quality in Online Learning. Faculty Senate Ad Hoc Committee on Quality in Online Learning. The Faculty Senate Ad Hoc Committee on the Future Direction of Quality Education is charged with: Defining quality in online/distance education

More information

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh Students Perception Toward the Use of Blackboard as a Course Delivery Method. By Dr. Ibtesam Al mashaqbeh Abstract: The aim of this study was to investigate students perception toward the use of blackboard

More information

A COMPARISON OF COLLEGE AND HIGH SCHOOL STUDENTS IN AN ONLINE IT FOUNDATIONS COURSE

A COMPARISON OF COLLEGE AND HIGH SCHOOL STUDENTS IN AN ONLINE IT FOUNDATIONS COURSE A COMPARISON OF COLLEGE AND HIGH SCHOOL STUDENTS IN AN ONLINE IT FOUNDATIONS COURSE Amy B. Woszczynski Kennesaw State University awoszczy@kennesaw.edu Debra Bass Geist Kennesaw State University dgeist1@students.kennesaw.edu

More information

Redesigning Online Deductive Logic to Improve Retention

Redesigning Online Deductive Logic to Improve Retention Redesigning Online Deductive Logic to Improve Retention Daniel R. Boisvert Marvin J. Croy UNC Charlotte SoTL Project Report DanBoisvert@uncc.edu mjcroy@uncc.edu Abstract Over the past three years, the

More information

Explorations in Online Learning using Adobe Connect

Explorations in Online Learning using Adobe Connect 99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central

More information

QUESTIONING THE HYBRID MODEL: STUDENT OUTCOMES IN DIFFERENT COURSE FORMATS

QUESTIONING THE HYBRID MODEL: STUDENT OUTCOMES IN DIFFERENT COURSE FORMATS QUESTIONING THE HYBRID MODEL: STUDENT OUTCOMES IN DIFFERENT COURSE FORMATS Saxon G. Reasons, EdD Programming Manager, Instructional Technology Services University of Southern Indiana Kevin Valadares, PhD

More information

How To Offer A Fully Online Graduate Degree At Grand River Valley University

How To Offer A Fully Online Graduate Degree At Grand River Valley University Midwest Association of Graduate Schools/ETS Award for Excellence & Innovation in Graduate Education GVSU College of Education Andrew Topper GVSU College of Education 1 Using technology to serve distant

More information

Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?

Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Peter Kiriakidis Founder and CEO 1387909 ONTARIO INC Ontario, Canada panto@primus.ca Introduction Abstract: This

More information

Application Details Manage Application: Textbook Transformation Grant

Application Details Manage Application: Textbook Transformation Grant Application Details Manage Application: Textbook Transformation Grant Award Cycle: Round 3 Internal Submission Deadline: Sunday, May 31, 2015 Application Title: 139 Submitter First Name: Submitter Last

More information

Undergraduate Students Perceptions and Preferences of Computer mediated Communication with Faculty. Jennifer T. Edwards

Undergraduate Students Perceptions and Preferences of Computer mediated Communication with Faculty. Jennifer T. Edwards Undergraduate Students Perceptions and Preferences of Computer mediated Communication with Faculty Jennifer T. Edwards Keywords: Computer Mediated Communication, Student/Faculty Communication, Communication

More information

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual

More information

COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE

COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE Journal of Family and Consumer Sciences Education, Vol. 20, No. 2, Fall/Winter 2002 COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE Debbie Johnson Southeastern

More information

Distance Education at USD

Distance Education at USD Distance Education at USD Program Descriptions USD has two distance education programs offering master s degrees through the School of Business Administration, the Master of Science in Global Leadership

More information

Learning Equity between Online and On-Site Mathematics Courses

Learning Equity between Online and On-Site Mathematics Courses Learning Equity between Online and On-Site Mathematics Courses Sherry J. Jones Professor Department of Business Glenville State College Glenville, WV 26351 USA sherry.jones@glenville.edu Vena M. Long Professor

More information

Needs Assessment: Technology Integration and Training for Online Course Development

Needs Assessment: Technology Integration and Training for Online Course Development Needs Assessment: Technology Integration and Training for Online Course Development Melissa Kunitzer Department of Education Technology, University of Hawai`i at Mānoa 1776 University Avenue, Wist Hall

More information

Issues in Information Systems Volume 15, Issue II, pp. 49-58, 2014

Issues in Information Systems Volume 15, Issue II, pp. 49-58, 2014 PERCEPTION AND ACCEPTANCE OF ONLINE EDUCATION: DO ONLINE COURSES PASS THE MUSTER? Deborah Kelly, University of San Diego, dkelly@sandiego.edu Carl M. Rebman, Jr, University of San Diego, carlr@sandiego.edu

More information

How To Find Out If Distance Education Is A Good Thing For A Hispanic Student

How To Find Out If Distance Education Is A Good Thing For A Hispanic Student Spring 2010 Students Perceptions and Opinions of Online Courses: A Qualitative Inquiry A Report by South Texas College s Office of Research & Analytical Services South Texas College Spring 2010 Inquiries

More information

UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning. Leanne Doyle

UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning. Leanne Doyle UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning Leanne Doyle Abstract: Nationwide, both online and blended learning enrollments are causing a paradigm shift in higher

More information

Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers

Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers IUMPST: The Journal. Vol 2 (Pedagogy), February 2011. [www.k-12prep.math.ttu.edu] Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers Elaine Young Associate Professor of Mathematics

More information

The Effect of Electronic Writing Tools on Business Writing Proficiency

The Effect of Electronic Writing Tools on Business Writing Proficiency The Effect of Electronic Writing Tools on Business Writing Proficiency Lisa Walters and Susan McNamara Lisa M. Walters is Visiting Assistant Professor of Business Administration and Susan McNamara is Assistant

More information

ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE MEDIA EQUATION HOLD TRUE?

ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE MEDIA EQUATION HOLD TRUE? ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE MEDIA EQUATION HOLD TRUE? Erik W. Black Doctoral Fellow and Candidate The School of Teaching and, The University of Florida Joe Greaser

More information

GRADUATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE INTRODUCTION TO LIBRARY AND INFORMATION STUDIES RESEARCH REPORT

GRADUATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE INTRODUCTION TO LIBRARY AND INFORMATION STUDIES RESEARCH REPORT GRADUATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE INTRODUCTION TO LIBRARY AND INFORMATION STUDIES RESEARCH REPORT Matthew S. Darby Charlotte Fowles Ruth Jiu Monika Szakasits Sarah Ziebell Mann Group LIS

More information

Jean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106

Jean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106 Educational Technology in Introductory College Physics Teaching and Learning: The Importance of Students Perception and Performance Jean Chen, Assistant Director, Office of Institutional Research University

More information

Analyze Motivation-Hygiene Factors to Improve Satisfaction Levels of Your Online Training Program

Analyze Motivation-Hygiene Factors to Improve Satisfaction Levels of Your Online Training Program Analyze Motivation-Hygiene Factors to Improve Satisfaction Levels of Your Online Training Program Seung Youn (Yonnie) Chyung, Ed.D Visiting Assistant Professor Instructional & Performance Technology College

More information

Students Perceptions of Distance Learning, Online Learning and the Traditional Classroom

Students Perceptions of Distance Learning, Online Learning and the Traditional Classroom 1 of 10 Students Perceptions of Distance Learning, Online Learning and the Traditional Classroom John O'Malley, Department of Management and Business Systems Harrison McCraw, Department of Accounting and

More information

Credit Hours and Distance Education Courses: Background Information and Process

Credit Hours and Distance Education Courses: Background Information and Process Credit Hours and Distance Education Courses: Background Information and Process Why is this Necessary? Due to Federal regulations promulgated by the US Department of Education, the Higher Learning Commission

More information

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING Sharon Santilli and Vesna Beck Nova Southeastern University The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler

More information

T r i t o n C o l l e g e Assessment Planning and Reporting Tool ACADEMIC PROGRAMS

T r i t o n C o l l e g e Assessment Planning and Reporting Tool ACADEMIC PROGRAMS Assessment Plan # 1 Academic Year: 2012-2013 Completion Status: Completed / updated on: Ensure accurate curriculum for Emergency Program Curriculum of EMP 121 and 1. Course objectives, class time, description

More information

A USABILITY STUDY OF INTERACTIVE WEB-BASED MODULES

A USABILITY STUDY OF INTERACTIVE WEB-BASED MODULES A USABILITY STUDY OF INTERACTIVE WEB-BASED MODULES Tulay Girard Penn State Altoona, United States tug1@psu.edu Musa Pinar Valparaiso University, United States musa.pinar@valpo.edu ABSTRACT This research

More information

Does Participation in a Faculty Distance Education Mentoring Program Comprehensively Improve Teaching Methods?

Does Participation in a Faculty Distance Education Mentoring Program Comprehensively Improve Teaching Methods? International Jl. on E-Learning (2013) 12 (2), 139-152. Does Participation in a Faculty Distance Education Mentoring Program Comprehensively Improve Teaching Methods? Janet Buckenmeyer, Emily Hixon, Casimir

More information

Quality Measurement and Good Practices in Web-Based Distance Learning:

Quality Measurement and Good Practices in Web-Based Distance Learning: Volume 20, Number 4 - September 2004 through December 2004 Quality Measurement and Good Practices in Web-Based Distance Learning: A Case Study of the Industrial Management Program at Central Missouri State

More information

Teaching a Blended Supply Chain Management Course to Marketing Majors

Teaching a Blended Supply Chain Management Course to Marketing Majors Atlantic Marketing Journal Volume 3 Issue 2 Innovations in Teaching Article 6 2014 Teaching a Blended Supply Chain Management Course to Marketing Majors Ahren Johnston Missouri State University, ahrenjohnston@missouristate.edu

More information

Justification For Certification Program for Teaching Online. Daniel Aguilar Jose Banda Maria Eugenia Perez

Justification For Certification Program for Teaching Online. Daniel Aguilar Jose Banda Maria Eugenia Perez Running head: JUSTIFICATION FOR CERTIFICATION PROGRAM Justification For Certification Program for Teaching Online Daniel Aguilar Jose Banda Maria Eugenia Perez University of Texas at Brownsville February

More information

A PRELIMINARY COMPARISON OF STUDENT LEARNING IN THE ONLINE VS THE TRADITIONAL INSTRUCTIONAL ENVIRONMENT

A PRELIMINARY COMPARISON OF STUDENT LEARNING IN THE ONLINE VS THE TRADITIONAL INSTRUCTIONAL ENVIRONMENT A PRELIMINARY COMPARISON OF STUDENT LEARNING IN THE ONLINE VS THE TRADITIONAL INSTRUCTIONAL ENVIRONMENT Dr. Lori Willoughby Dr. Linda Cresap Minot State University Minot ND willough@minotstateu.edu cresap@minotstateu.edu

More information

Math Science Partnership (MSP) Program: Title II, Part B

Math Science Partnership (MSP) Program: Title II, Part B Math Science Partnership (MSP) Program: Title II, Part B FLOYD COUNTY: COLLABORATIVE SYMPOSIUM FOR MATH IMPROVEMENT IN FLOYD COUNTY SCHOOLS ANNUAL EVALUATION REPORT: YEAR TWO Report Prepared by: Tiffany

More information

Graduate Students Perceptions of Online Learning. Authors. Dr. LaVonne Fedynich, Associate Professor. Texas A&M University-Kingsville

Graduate Students Perceptions of Online Learning. Authors. Dr. LaVonne Fedynich, Associate Professor. Texas A&M University-Kingsville Graduate Students Perceptions of Online Learning Authors Dr. LaVonne Fedynich, Associate Professor Texas A&M University-Kingsville Department of Educational Leadership and Counseling Kingsville, Texas

More information

STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT

STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT Michelle Kilburn, Ed.D. Southeast Missouri State University Assistant Professor, Criminal Justice & Sociology mkilburn@semo.edu Abstract

More information

WHY EVALUATE ONLINE COURSES DIFFERENTLY THAN FACE-TO-FACE COURSES?

WHY EVALUATE ONLINE COURSES DIFFERENTLY THAN FACE-TO-FACE COURSES? WHY EVALUATE ONLINE COURSES DIFFERENTLY THAN FACE-TO-FACE COURSES? No one wishes to delve into the discussion of what a faculty member is doing in his/her physical or online classroom Thus there is an

More information

Students Attitudes about Online Master s Degree Programs versus Traditional Programs

Students Attitudes about Online Master s Degree Programs versus Traditional Programs Aberasturi, S., & Kongrith, K. (2006). Students attitudes about online master s degree programs versus traditional programs. International Journal of Technology in Teaching and Learning, 2(1), 50-57. Students

More information

Theory and Practice of Professional Communication Degree Requirements

Theory and Practice of Professional Communication Degree Requirements Curriculum Overview Theory and Practice of Professional Communication Degree Requirements Students in the TPPC program must complete a minimum of 60 approved semester credits beyond their master s degree.

More information

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT

More information

PERCEPTIONS OF ONLINE VERSUS FACE-TO- FACE LEARNING OF EDUCATIONAL LEADERSHIP GRADUATE STUDENTS

PERCEPTIONS OF ONLINE VERSUS FACE-TO- FACE LEARNING OF EDUCATIONAL LEADERSHIP GRADUATE STUDENTS European Journal of Educational Sciences December 2014 edition Vol.1, No.4 PERCEPTIONS OF ONLINE VERSUS FACE-TO- FACE LEARNING OF EDUCATIONAL LEADERSHIP GRADUATE STUDENTS Dr. Paulette Harris Dr. Samuel

More information

Traditional In-class Examination vs. Collaborative Online Examination in Asynchronous Learning Networks: Field Evaluation Results

Traditional In-class Examination vs. Collaborative Online Examination in Asynchronous Learning Networks: Field Evaluation Results Traditional In-class Examination vs. Collaborative Online Examination in Asynchronous Learning Networks: Field Evaluation Results Jia Shen (jxs1866@njit.edu) Kung-E Cheng (kc37@njit.edu) Michael Bieber

More information

An exploratory study of student motivations for taking online courses and learning outcomes

An exploratory study of student motivations for taking online courses and learning outcomes An exploratory study of student motivations for taking online courses and learning outcomes ABSTRACT Sarath A. Nonis Arkansas State University Grant H. Fenner Arkansas State University An investigation

More information

Retention and Success of Regular vs. Online and Hybrid Courses Fall 2001 through Spring 2003

Retention and Success of Regular vs. Online and Hybrid Courses Fall 2001 through Spring 2003 Retention and Success of Regular vs. Online and Hybrid Courses through In a follow up to a study originally reported in July, data were examined to determine the retention 1 and success 2 rates for regular,

More information

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Topic area of the submission: Distance Education Presentation format: Paper Names of the

More information

Research Proposal: ONLINE VERSUS FACE-TO-FACE CLASSROOM: EVALUATING LEARNING EFFECTIVENESS FOR A MASTERS LEVEL INSTRUCTIONAL DESIGN COURSE

Research Proposal: ONLINE VERSUS FACE-TO-FACE CLASSROOM: EVALUATING LEARNING EFFECTIVENESS FOR A MASTERS LEVEL INSTRUCTIONAL DESIGN COURSE 1 Online Versus Face-to-Face Classroom: Evaluating Learning Effectiveness for a Masters Level Instructional Design Course Ann Peniston George Mason University Author Note Submitted in partial fulfillment

More information

A STUDY OF STUDENT PEPECTIVES OF PROFESSORS WITH A CPA COMPARED TO A PHD IN ACCOUNTING IN NEW YORK STATE

A STUDY OF STUDENT PEPECTIVES OF PROFESSORS WITH A CPA COMPARED TO A PHD IN ACCOUNTING IN NEW YORK STATE A STUDY OF STUDENT PEPECTIVES OF PROFESSORS WITH A CPA COMPARED TO A PHD IN ACCOUNTING IN NEW YORK STATE Buchholz, Alexander K.; CPA, MBA * Brooklyn College of the City University of New York Department

More information

STUDENT SATISFACTION IN THE ONLINE MASTER OF DISTANCE EDUCATION (MDE) - PRELIMINARY RESULTS

STUDENT SATISFACTION IN THE ONLINE MASTER OF DISTANCE EDUCATION (MDE) - PRELIMINARY RESULTS STUDENT SATISFACTION IN THE ONLINE MASTER OF DISTANCE EDUCATION (MDE) - PRELIMINARY RESULTS Ulrich Bernath, Center for Distance Education at Carl von Ossietzky University of Oldenburg 1. Introduction The

More information

William Paterson University Policy Academic Policy

William Paterson University Policy Academic Policy William Paterson University Policy Academic Policy SUBJECT: Online and Hybrid Courses TITLE: Policy on Online and Hybrid Courses CATEGORY: Check One Board of Trustees University Functional School/Unit

More information

The Effects Of Unannounced Quizzes On Student Performance: Further Evidence Felix U. Kamuche, (E-mail: fkamuche@morehouse.edu), Morehouse College

The Effects Of Unannounced Quizzes On Student Performance: Further Evidence Felix U. Kamuche, (E-mail: fkamuche@morehouse.edu), Morehouse College The Effects Of Unannounced Quizzes On Student Performance: Further Evidence Felix U. Kamuche, (E-mail: fkamuche@morehouse.edu), Morehouse College ABSTRACT This study explores the impact of unannounced

More information

Building Online Learning Communities: Factors Supporting Collaborative Knowledge-Building. Joe Wheaton, Associate Professor The Ohio State University

Building Online Learning Communities: Factors Supporting Collaborative Knowledge-Building. Joe Wheaton, Associate Professor The Ohio State University For more resources click here -> Building Online Learning Communities: Factors Supporting Collaborative Knowledge-Building Joe Wheaton, Associate Professor David Stein, Associate Professor Jennifer Calvin,

More information

USING THE ETS MAJOR FIELD TEST IN BUSINESS TO COMPARE ONLINE AND CLASSROOM STUDENT LEARNING

USING THE ETS MAJOR FIELD TEST IN BUSINESS TO COMPARE ONLINE AND CLASSROOM STUDENT LEARNING USING THE ETS MAJOR FIELD TEST IN BUSINESS TO COMPARE ONLINE AND CLASSROOM STUDENT LEARNING Andrew Tiger, Southeastern Oklahoma State University, atiger@se.edu Jimmy Speers, Southeastern Oklahoma State

More information

Asynchronous Learning Networks and Student Outcomes: The Utility of Online Learning Components in Hyhrid Courses

Asynchronous Learning Networks and Student Outcomes: The Utility of Online Learning Components in Hyhrid Courses Asynchronous Learning Networks and Student Outcomes: The Utility of Online Learning Components in Hyhrid Courses Daniel L. DeNeui and Tiffany L. Dodge The current research focuses on the impact that learning

More information

Using clinical teaching assistants to foster student engagement in online courses

Using clinical teaching assistants to foster student engagement in online courses Using clinical teaching assistants to foster student engagement in online courses Kerry Gatlin University of North Alabama Paulette Alexander University of North Alabama ABSTRACT The rapid growth in delivery

More information

Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses

Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses Comparison of and Perceptions of Best Practices in Online Technology s David Batts Assistant Professor East Carolina University Greenville, NC USA battsd@ecu.edu Abstract This study investigated the perception

More information

Impact of ICT on Teacher Engagement in Select Higher Educational Institutions in India

Impact of ICT on Teacher Engagement in Select Higher Educational Institutions in India Impact of ICT on Teacher Engagement in Select Higher Educational Institutions in India Bushra S P Singh 1, Dr. Sanjay Kaushik 2 1 Research Scholar, University Business School, Arts Block 3, Panjab University,

More information

University of North Texas 2004-2005 Learning Enhancement Grant Application 1. Project Title Online Masters Program in Applied Anthropology

University of North Texas 2004-2005 Learning Enhancement Grant Application 1. Project Title Online Masters Program in Applied Anthropology University of North Texas 2004-2005 Learning Enhancement Grant Application 1. Project Title Online Masters Program in Applied Anthropology 2. Project coordinator Christina Wasson Doug Henry Larry Naylor

More information

Running Head: COHORTS, LEARNING STYLES, ONLINE COURSES. Cohorts, Learning Styles, Online Courses: Are they important when designing

Running Head: COHORTS, LEARNING STYLES, ONLINE COURSES. Cohorts, Learning Styles, Online Courses: Are they important when designing Running Head: COHORTS, LEARNING STYLES, ONLINE COURSES Cohorts, Learning Styles, Online Courses: Are they important when designing Leadership Programs? Diana Garland, Associate Director Academic Outreach

More information

Student Perceptions of Online Courses: Real, Illusory or Discovered.

Student Perceptions of Online Courses: Real, Illusory or Discovered. Student Perceptions of Online Courses: Real, Illusory or Discovered. Lorraine Cleeton, lorraine.cleeton@waldenu.edu, gilbert.cleeton@waldenu.edu Abstract: Research on individual differences among higher

More information

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Clement C. Chen, University of Michigan - Flint Keith T. Jones, Illinois

More information

Assuring Quality in Large-Scale Online Course Development

Assuring Quality in Large-Scale Online Course Development Assuring Quality in Large-Scale Online Course Development Tina Parscal University of the Rockies tina.parscal@rockies.edu Deborah Riemer Ashford University deborah.riemer@ashford.edu Abstract Student demand

More information

New Approaches to Online Accounting Education

New Approaches to Online Accounting Education New Approaches to Online Accounting Education Mark Myring, Ph.D. Department of Accounting Miller College of Business Ball State University mmyring@bsu.edu 765-285-5100 Jennifer P. Bott, Ph.D., SPHR Department

More information

A Conceptual Framework for Online Course Teaching and Assessment in Construction Education

A Conceptual Framework for Online Course Teaching and Assessment in Construction Education A Conceptual Framework for Online Course Teaching and Assessment in Construction Education Namhun Lee Department of Manufacturing and Construction Management Central Connecticut State University With the

More information

WEBEDQUAL: DEVELOPING A SCALE TO MEASURE THE QUALITY OF ONLINE MBA COURSES

WEBEDQUAL: DEVELOPING A SCALE TO MEASURE THE QUALITY OF ONLINE MBA COURSES WEBEDQUAL: DEVELOPING A SCALE TO MEASURE THE QUALITY OF ONLINE MBA COURSES Rose Sebastianelli, sebastianer1@scranton.edu, (570) 941-4287 Nabil Tamimi, tamimin1@scranton.edu, (570) 941-4288 Kingsley Gnanendran,

More information

A Quantitative Hybrid Course Model for Addressing the Online Student Success Gap

A Quantitative Hybrid Course Model for Addressing the Online Student Success Gap A Quantitative Hybrid Model for Addressing the Online Student Success Gap Constance A. Lightner Department of Management, Fayetteville State University, Fayetteville, NC, 28311, e-mail: clightner@uncfsu.edu

More information

Hybrid Courses: Obstacles and Solutions for Faculty and Students. Robert Kaleta Director, Learning Technology Center University of Wisconsin-Milwaukee

Hybrid Courses: Obstacles and Solutions for Faculty and Students. Robert Kaleta Director, Learning Technology Center University of Wisconsin-Milwaukee For more resources click here -> Hybrid Courses: Obstacles and Solutions for Faculty and Students Robert Kaleta Director, Learning Technology Center Carla Garnham Instructional Innovator, Learning Technology

More information

COMMUNITY COLLEGE COMPRESSED CALENDARS: RESULTS OF A STUDENT SURVEY AND A FACULTY SURVEY 1

COMMUNITY COLLEGE COMPRESSED CALENDARS: RESULTS OF A STUDENT SURVEY AND A FACULTY SURVEY 1 COMMUNITY COLLEGE COMPRESSED CALENDARS: RESULTS OF A STUDENT SURVEY AND A FACULTY SURVEY 1 Michael Carley 2 Porterville College Abstract Many community colleges are considering changes in their traditional

More information

Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006

Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006 Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006 Melody W. Alexander, Ball State University Heidi Perreault, Missouri State University Jensen J. Zhao, Ball

More information

Faculty Preparation:

Faculty Preparation: Faculty Preparation: Exploring effective strategies for preparing faculty to teach in distributed environments The Distributed Learning team within the Applied Learning and Technologies Institute at Arizona

More information

AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY

AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY Johnathan Yerby Middle Georgia State University Johnathan.Yerby@maconstate.edu Kevin Floyd Middle Georgia

More information

Brad Bailey & Robb Sinn North Georgia College & State University

Brad Bailey & Robb Sinn North Georgia College & State University Brad Bailey & Robb Sinn North Georgia College & State University Joint Mathematics Meetings Special Session on Service Learning in Mathematics January 6, 2011 Description of the classes (Math 2400H, 3350

More information

Agriculture Teachers' Attitudes toward Adult Agricultural Education in Ohio Comprehensive High Schools

Agriculture Teachers' Attitudes toward Adult Agricultural Education in Ohio Comprehensive High Schools Agriculture Teachers' Attitudes toward Adult Agricultural Education in Ohio Comprehensive High Schools Yung-Chul Kim, Graduate Student Department of Human and Community Resource Development The Ohio State

More information