Online student perceptions of their communication preparedness

2020 ◽  
Vol 18 (1) ◽  
pp. 86-104
Author(s):  
Renee Kaufmann ◽  
Jessalyn I Vallade
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Online Communication ◽  
Student Characteristics ◽  
Online Students ◽  
Online Classroom ◽  
Online Instructors ◽  
Online Student ◽  
Online Class ◽  
Practical Implications

Though scholars have identified a myriad of student characteristics and skills necessary to prepare individuals for online education, one notable gap in the literature is a focus on preparedness for online communication and interaction. To address this gap, the purpose of the present study was to explore what elements of interaction students identified being most and least prepared for when communicating with their instructor and peers in an online class. Participants responded to four open-ended questions on their perceptions of communication preparedness in the online classroom. Responses were open-coded and findings reveal that there is a lot of potential uncertainty surrounding communication and interaction within this context, as well as challenges for creating authentic connections within this space. Based on participant responses, practical implications for both online instructors and online students are offered.

scholarly journals STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

2020 ◽  
pp. 196-213
Author(s):  
Bharat Kumar Lakra
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Perceived Usefulness ◽  
Educational Institutions ◽  
Online Class ◽  
Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

scholarly journals Facilitation strategies for enhancing the learning and engagement of online students

2020 ◽  
Vol 17 (3) ◽  
pp. 101-118
Author(s):  
Tracey Muir ◽  
◽  
Tracy Douglas ◽  
Allison Trimble ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Community ◽  
Online Students ◽  
Tertiary Sector ◽  
Online Instructors ◽  
Active Involvement ◽  
Wide Range ◽  
Instructor Presence ◽  
The Impact

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.

Exploring Social Presence in the Culturally Diverse Online Classroom

2018 ◽  
pp. 67-85
Author(s):  
Debra K. Smith
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Culturally Diverse ◽  
Single Case ◽  
Online Communication ◽  
Faculty Training ◽  
Instructional Designers ◽  
Online Classroom ◽  
Course Scheduling ◽  
Student Preference

This qualitative single-case study explored student perceptions associated with social presence in a graduate online course of culturally diverse learners. Findings included themes that align with Hofstede's (1984, 2011) cultural relationship domain indicating student preference for construction of schedules to create a cohort where students can stay together through future courses. Tu's (2000) online communication dimension was supported with findings of email and phone communication as the top two ways students prefer to interact with faculty. The feedback area of the LMS was a surprising third element in ratings and the number one ranking for documented weekly social interaction with the instructor. Specific challenges to social presence were language barriers, reported by all students in the class. Implications are presented for instructors, instructional designers, institution policy, course scheduling and faculty training initiatives.

Technology Use in an Online MBA Program

2011 ◽  
pp. 614-630 ◽  
Author(s):  
Xiaojing Liu ◽  
Seung-hee Lee ◽  
Curtis J. Bonk ◽  
Richard J. Magjuka ◽  
Shijuan Liu
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Technology Use ◽  
Online Courses ◽  
Online Communication ◽  
Communication Technologies ◽  
Online Instructors ◽  
Interactive Technologies ◽  
Mba Program ◽  
Synchronous Technology

The applications of advanced communication technology hold promises for high-quality online education. However, there is scant research on the uses of online communication technologies for effective online learning environments. The purpose of this study was to examine several aspects of technology use in a rapidly growing online MBA program in a top ranked university: patterns of technology use, interactivity level of the technology employed, and challenges and issues the instructors encountered when using those technologies. The study concluded that email, course announcements, and asynchronous forums were among the most frequently used technologies by online instructors. Using Roblyer and Ekhaml’s (2000) interaction framework as a guide, technology use was at a low to moderate interactivity level across courses in this program. In general, instructors preferred asynchronous technology over synchronous technology. The challenges, issues, and opportunities of using technology indicated the need to explore the features of interactive technologies more proactively as well as an awareness to incorporate innovative pedagogies into online courses to take advantage of the potential for learner interactivity and engagement online.

scholarly journals Strategies to Increase Online Student Success for Students with Disabilities

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Alex Cohen ◽  
Daniel Veit ◽  
Henry C. Alphin ◽  
Chanel Broadus
Keyword(s):  
Online Education ◽  
Student Success ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Online Courses ◽  
Online Classroom ◽  
Online Programs ◽  
Online Student ◽  
Certificate Programs ◽  
Teaching Learning

Online education provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be a key component of online program development since this can have a profound affect on student engagement in and outside of the online classroom, academic performance, and completion rates. This article provides a unique perspective on accessibility in online education. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience., and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component within faculty development to ensure accessibility goes beyond the Office of Disability Services and becomes an integral part of online teaching, learning, and assessment.

Resilience and Its Importance to Online Students

2018 ◽  
pp. 252-266
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Student Assessment ◽  
Learning Experiences ◽  
Online Students ◽  
Online Classroom ◽  
Online Student ◽  
Effective Learning ◽  
Student Resilience ◽  
Life Success

Resilience is a key life success trait that can spell the distinction in success or failure of learning experiences for students. The online classroom is characterized by some unique challenges regarding student resilience. These challenges, as well as prospective strategies to overcome them, will be specifically discussed in the areas of technology, communication, and student assessment. Understanding the factors that facilitate development of online student resilience will enable instructors to create maximally effective learning experiences for their students.

scholarly journals Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges

2020 ◽  
Vol 122 (7) ◽  
pp. 1-46
Author(s):  
Alex Kumi-Yeboah ◽  
James Dogbey ◽  
Guangji Yuan ◽  
Patriann Smith
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Cultural Diversity ◽  
Instructional Strategies ◽  
Online Courses ◽  
Online Classroom ◽  
Online Instructors ◽  
Learning Content ◽  
Diverse Student Populations ◽  
Diverse Student

Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms. Population/Participants/Subjects Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments? Research Design This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom. Findings/Results The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education— support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. Conclusions and Recommendations Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education.

scholarly journals BUILDING A FOUNDATION FOR SUCCESS THROUGH STUDENT SERVICES FOR ONLINE LEARNERS

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
Ruth Newberry
Keyword(s):  
Online Education ◽  
Student Success ◽  
Team Member ◽  
Success For All ◽  
Institutional Commitment ◽  
Online Students ◽  
Online Learners ◽  
Online Student ◽  
Duquesne University ◽  
Traditional Institutions

Retaining students in distance education programs requires institutions to field a strategically aligned, cross-unit team able to provide streamlined and effective services to online learners throughout the student’s academic lifespan (applicant to alumni). If any team member drops the ball during interaction with the online student, the online student becomes frustrated or distracted, and the student’s retention is jeopardized. In a highly competitive marketplace in which students have a “universe of opportunities” for how and where they obtain their education and advance their careers, attracting and retaining students is crucial to traditional institutions like Duquesne University’s ability to remain competitive in the online education marketplace space. Driven by its mission and Spiritan tradition of “serving God by serving students,” Duquesne University is fully committed to student success for all students. Having recently committed to formalizing its online education offerings at the graduate level through the creation of an Online Campus entity to bring strategic planning, oversight, resources, and support to students, the Online Campus Director initiated an examination of the services necessary for online students to be successful learners. As Duquesne found out, retaining online students goes beyond offering “equivalent” services to online learners; it requires a holistic and networked approach that leverages existing technologies and an institutional commitment to its online learners, or what the authors have designed as the C.O.M.F.O.R.T. model.

scholarly journals Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education

2020 ◽  
Vol 11 (2) ◽  
pp. 91-98
Author(s):  
Mel Henry
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Satisfaction ◽  
Thematic Analysis ◽  
Academic Experience ◽  
Student Needs ◽  
Student Expectations ◽  
Online Students ◽  
Online Student ◽  
Depth Interviews

University students are more likely to feel satisfied and persist with their studies if their experiences have met their expectations, and vice versa (Wu, Tsai, Chen, & Wu, 2006). Understanding what online students expect, therefore, is important to guide how universities might satisfy and retain these students. Research into online student expectations to date, however, has been limited to pre-defined expectations of the academic experience, and extrapolations from traditional higher education. To gain a deeper understanding of what online students expect, the author conducted in-depth interviews with 43 commencing online students. Thematic analysis revealed online students’ expectations were described by six key themes: Motivation, Ability, Circumstances, Interaction, Curriculum, and Environment. The findings offer an empirical, student-centred, and multifaceted understanding of online student expectations. Opportunities are illuminated to clarify inaccurate expectations, and to design online education to better meet student needs, facilitating enhanced online student satisfaction and retention.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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