a preliminary investigation of student perceptions of online education
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A Preliminary Investigation of Student Perceptions of Online Education. Angela M. Clark University of South Alabama Presented at ISECON 2003 San Diego, CA. Impetus of Study. Do on-campus and online students’ beliefs and perceptions of online education differ?. Why is this Important?. - PowerPoint PPT PresentationTRANSCRIPT
A Preliminary Investigation of Student Perceptions of
Online Education
Angela M. ClarkUniversity of South Alabama
Presented at ISECON 2003San Diego, CA
University of South AlabamaComputer and Information Sciences
2
Impetus of Study
Do on-campus and online students’ beliefs and perceptions of online education differ?
University of South AlabamaComputer and Information Sciences
3
Why is this Important?
If there are differences in opinion between these two populations, educational institutions must be cognizant of the factors that influence a student’s perception of online education as we endeavor to attract and retain students to online education programs.
University of South AlabamaComputer and Information Sciences
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Paradigm Shifts in Education
Institution-centered paradigm Traditional learning – brick-and-mortar-based format
Learner-centered paradigm Distance-based learning – synchronous via Web Online learning – asynchronous via Web
Anytime, anybody, anywhere learning models
University of South AlabamaComputer and Information Sciences
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Factors Affecting Student Participation and Success in Online Learning
Self-Efficacy and Online Courses Mode of Interaction Time Commitment and Self-Discipline Quality of Assessment
University of South AlabamaComputer and Information Sciences
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Purpose of Study
Preliminary investigation to assess student perceptions regarding online education to ascertain factors contributing or hindering the success of online courses
University of South AlabamaComputer and Information Sciences
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Methodology
Two surveys administered to two populations of students: Those who have previously enrolled in an online
course in the CIS department Those currently taking a CIS course on-campus
University of South AlabamaComputer and Information Sciences
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Survey Instrument – On-campus Students
General demographic and computer familiarity questions
Likert-scale statements regarding online course perceptions Difficulty of particular course in on-campus vs. online
delivery format Perceived level of effort required for online courses Preferences in delivery format Perceived ability to learn more effectively in on-
campus vs. online formats
University of South AlabamaComputer and Information Sciences
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Survey Instrument – Online Students
Same general demographic and computer familiarity questions
Rewording of statements to reflect that the student had already taken a previous course online
Additional questions regarding effectiveness of tools and components as well as overall satisfaction with the online course experience
University of South AlabamaComputer and Information Sciences
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Results
83 surveys returned for first questionnaire; 29 surveys returned for online student survey
Lower response rate for online student survey (24%) may be due to solicitation for participation via email
University of South AlabamaComputer and Information Sciences
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Perceptions of Online Students Regarding Level of Knowledge Obtained & Success
82% felt they acquired the same level of knowledge in the online class as they would if they had taken the class on-campus
82% felt they could make the same grade regardless of delivery format
Results are consistent with Uskov’s study of innovative web-based teaching
University of South AlabamaComputer and Information Sciences
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Perceptions of On-campus Students Regarding Level of Knowledge Obtained & Success
36% felt they would learn the same amount of material in the same course online
50% felt they could make the same grade in an online course
University of South AlabamaComputer and Information Sciences
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Perceptions of Students on Learning the Same Amount of Material in an Online Course as in a Traditional Classroom Setting
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Online: I believe I can learn thesame amount of material in anonline course as in a traditional
classroom setting
On-campus: I believe I canlearn the same amount of
material in an online course asin a traditional classroom
setting
Strongly Disagree/Disagree
Neutral
Agree/Strongly Agree
University of South AlabamaComputer and Information Sciences
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Perceived Level of Difficulty and Effort Required
Over 60% of online students disagreed with statements that the course was more difficult when taken online versus on-campus
Most online students did not feel that the online version of the course required more effort
No significant differences noted in grade distribution or overall success of students regardless of course format
University of South AlabamaComputer and Information Sciences
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Perceived Level of Difficulty and Effort Required Comparing Online Courses with Traditional Courses
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Online: I found the online courseto be more difficult than an on-
campus course
On-campus: This course wouldbe more difficult online versus on-
campus
Online: I had to put forth moreeffort for an on-line class than an
on-campus course
On-campus: I would have to putforth more effort for this class
online versus on-campus
Strongly Disagree/Disagree
Neutral
Agree/Strongly Agree
University of South AlabamaComputer and Information Sciences
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Top Reasons Cited for Taking Online Courses
Scheduling convenience Work schedule flexibility Time conflicts with other courses
University of South AlabamaComputer and Information Sciences
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Preferences for Delivery Format
Majority in both groups were neutral Over 60% of previous online students felt that
online offerings allowed them to take a heavier course load
Over 90% of previous online students stated they wish more courses were available online
University of South AlabamaComputer and Information Sciences
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Conclusions
There are some differences in perceptions between the two populations
For some, scheduling convenience and time conflicts outweigh any disadvantages of online courses, such as low levels of interaction with the instructor and students
University of South AlabamaComputer and Information Sciences
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Conclusions
Key to attracting and retaining students in online courses Clear understanding of the beliefs that influence a
student’s likelihood of enrolling in an online course Factors that contribute or impeded successful
accomplishment of learning objectives Confirms the results of other researchers Students desire the flexibility and convenience
that online courses provide
University of South AlabamaComputer and Information Sciences
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Limitations and Suggestions for Further Research
Small sample sizes Sample population was limited to one department
A more extensive scope is needed to examine the relationships in a broader context
A Preliminary Investigation of Student Perceptions of
Online Education
Angela M. ClarkUniversity of South Alabama
Presented at ISECON 2003San Diego, CA