A Case Study of Student and Faculty Satisfaction with Online Courses at a Community College PDF Download
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Author: Benny Joe Seaberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 456
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Author: Benny Joe Seaberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 456
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Author: Leah Flores Goerke
Publisher:
ISBN: 9781585662814
Category : Military education
Languages : en
Pages :
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Instructors at a provider of military continuing education courses transitioned traditional classroom leadership courses to fully online and hybrid formats that combined online and face-to-face instruction. No evaluation of student satisfaction during the transition was conducted using research-based practices. The purpose of this mixed methods research study was to examine student satisfaction of traditional, hybrid and online delivery of two military continuing education courses using research-based practices. This empirical study was grounded in Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson's adult learning theory as well as Terry Anderson's and Gilly Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of two military continuing education courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences.--Provided by publisher.
Author: Millicent Landry Woods
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 212
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This case study focused on students who had matriculated in online courses in the Business Management Program. The setting for the study was a Virginia community college. The purpose of this study was to examine the social, faculty and administrative, and technology influences on studentsâ perceptions of online learning. Studentsâ conveyed experiences and perceptions of the tools and practices faculty used to implement online learning were coded and categorized to generate grounded theory that may be used to govern distance learning implementation. Data were collected through document reviews, semi-structured interviews, and field studies. The interview participants were selected from the 2008 graduates of the Business Management Program. Data from personal memos and field studies were collected through studentsâ comments on individual courses. Interview data included descriptions of all the distance learning courses in which the interviewees had participated. The constant comparative method was used to analyze and code the data into themes that emerged and were applied to establish grounded theories that may prove to be useful in governing the tools and practices of distance learning in higher education. The findings of the study indicated that as the number of online courses that a student successfully completed increased, so did the studentâs preference of distance learning over the 2 traditional classroom environment. The study also revealed that students were reluctant to participate in distance learning if their first experiences in this method of delivery had been negative; therefore, administrators should be more supportive and evaluative in selecting online faculty. Findings also indicated that even though students enjoyed the time and place flexibility and convenience of distance learning, they still expected instructors to create and implement an environment that cultivated studentsâ social and academic success within the educational environment.
Author: John Bourne
Publisher: Olin College - Sloan-C
ISBN: 9780967774114
Category : Education
Languages : en
Pages : 230
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Author: B. Gail Niklason
Publisher:
ISBN: 9781267321008
Category : Academic achievement
Languages : en
Pages : 116
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A modified survey instrument, designed to measure faculty satisfaction with the online learning environment, was administered to the online faculty at a large, public institution of higher education in the western United States. The survey was administered in support of this study's first research question; what is the general level of satisfaction with online teaching and learning at this institution? The findings indicated that the level of satisfaction was generally moderate (3.74 on a 5 point scale) though pockets of less satisfaction were detected. A focused analysis of the six subscales that comprised the survey was conducted. Of the six subscales; student-to-student interaction, teacher-to-student interaction, course design/develop/teach, institutional support, attitudes, and affordances; affordances recorded the highest satisfaction level while student-to-student interaction recorded the lowest. Further analysis was done based upon several areas of faculty demographic including, home college, age, gender, and experience with online teaching. Highly significant differences were found between home colleges and age groups of the responding faculty. The second part of the study involved gathering student outcomes, specifically the rate of successful completion of online courses taught by the responding faculty during the two semesters of study; Fall 2010 and Spring 2011. Those outcomes were analyzed for overall rates of successful completion, defined as the percent of students registered for a course who completed the course with a grade of 'C-' or better, as well as analyzed by college within which the course was taught. The College of Health Professions had the highest average rate of successful completion, 90.45%, while the College of Science had the lowest average rate of successful completion, 72.66%. Differences between colleges were statistically significant. Finally, efforts were focused on determining the nature of the relationship between faculty satisfaction with the online learning environment and rates of successful online course completion. A small, but positive and significant correlation was found. When similar analyses were conducted between each of the subscales and the average rate of student success, small but significant correlations were seen. The student-to-student interaction subscale indicated the highest correlation with student outcomes of the five significant outcomes. The findings of this study have implications for professional development efforts for online instructors. First, helping instructors understand the relationship between their satisfaction and their students' outcomes is important. Secondly, ensuring that online instructors know the potential for student-to-student interaction in an online course and giving them the tools and knowledge to implement those interactions, is key. The study has implications for institutional policy around online learning, in particular around areas of student readiness to be successful in their online learning efforts and in the consideration of requiring professional development for online faculty.
Author: Aubrey Conover
Publisher:
ISBN:
Category :
Languages : en
Pages : 364
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Over the past ten years institutions of higher education throughout the country have begun to expand their educational offerings to the online environment. While the benefits of online education have been touted by administrators and institutions across the country, the actual impact on students' education is unclear (Distance learning student services: An interview with CTDLC executive director Ed Klonoski. 2004; Planning reaps variety of benefits for distance programs. 2006; Restauri, 2004; Yang & Cornelius, 2004). Many authors including Cox (2005) and Vail (2006) have found that in their rush to take advantage of the online market, many schools have failed to adequately prepare and develop both the educational and student services foundation needed for a successful online education program. This dissertation seeks to provide insight into the development of the online educational student services environment within the community college setting. Based on the work of Orlikowski and Gash (1994), an examination of the technological frames of institutional stakeholders was performed. Through this analysis a clearer picture of the online services development process was achieved. Furthermore, the theory of technological frames was examined to proved a framework from which organizations may examine their own institutional structures Using a multifaceted qualitative case study approach, this dissertation explored both the level of satisfaction students are receiving from the online student services environment and the technological frames of stakeholders that contributed to the current state of service. The findings of this research provided insight into current practices as well as contributed to the literature through the expansion of the theory of technological frames.
Author: Kristie Green Ramsey
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 134
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Student enrollment in online classes has witnessed a significant growth over the past decade. Higher education institutions, in particular, rural community colleges recognize both the need and demand for online classes and have taken great strides to incorporate them into their course curriculum. However, with the growth of online courses there also comes an increase in the number of instructors teaching those online courses. Using Frederick Herzberg's two-factor theory as a framework, this study was created to discover what factors are related to satisfaction of online instructors at rural community colleges. The survey used in this study was distributed electronically to faculty at 11 rural institutions in Alabama's Community College System and consisted of 31 questions that were categorized into four sections: demographics, hygiene factors (nine total), motivator factors (five total) and online instruction variables at each institution. Results from the study indicated there were four hygiene factors that were related to satisfaction of online faculty: benefits and services, supervision, physical working conditions and interpersonal relationship with peers. There were only two motivator factors listed as related to satisfaction: personal achievement and opportunities for advancement and growth. While the data collected from the demographic section did not show any statistically significant differences in the means of the varialbes in relation to job satisfaction of online instructors. Data collected via a quantitative study provided a closer look at satisfaction of online faculty at rural community colleges. Conducting this study not only added to the limited research on the topic, but also provided distance education administrators and supervisors with information needed to develop and maintain online programs at their institution.
Author: John Bourne
Publisher: Olin College - Sloan-C
ISBN: 9780967774107
Category : Education
Languages : en
Pages : 298
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An anthology of Sloan Foundation funded case studies on learning effectiveness and faculty satisfaction in online education at an array of universities and colleges.So much polemic has accompanied the evolution of higher education online, it's useful for a change to hear directly from the practitioners. Now from pioneer colleges and universities to implement full degree programs online comes OnLine Education: Learning Effectiveness and Faculty Satisfaction. 14 case studies examine critical issues involved in online education-- how well people learn and how satisfied faculty are.
Author: John H. Schuh
Publisher: John Wiley & Sons
ISBN: 1119051169
Category : Education
Languages : en
Pages : 253
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Book Description
A practical, comprehensive manual for assessment design and implementation Assessment in Student Affairs, Second Edition offers a contemporary look at the foundational elements and practical application of assessment in student affairs. Higher education administration is increasingly called upon to demonstrate organizational effectiveness and engage in continuous improvement based on information generated through systematic inquiry. This book provides a thorough primer on all stages of the assessment process. From planning to reporting and beyond, you'll find valuable assessment strategies to help you produce meaningful information and improve your program. Combining and updating the thoroughness and practicality of Assessment in Student Affairs and Assessment Practice in Student Affairs, this new edition covers design of assessment projects, ethical practice, student learning outcomes, data collection and analysis methods, report writing, and strategies to implement change based on assessment results. Case studies demonstrate real-world application to help you clearly see how these ideas are used effectively every day, and end-of-chapter discussion questions stimulate deeper investigation and further thinking about the ideas discussed. The instructor resources will help you seamlessly integrate this new resource into existing graduate-level courses. Student affairs administrators understand the importance of assessment, but many can benefit from additional direction when it comes to designing and implementing evaluations that produce truly useful information. This book provides field-tested approaches to assessment, giving you a comprehensive how-to manual for demonstrating—and improving—the work you do every day. Build your own assessment to demonstrate organizational effectiveness Utilize quantitative and qualitative techniques and data Identify metrics and methods for measuring student learning Report and implement assessment findings effectively Accountability and effectiveness are the hallmarks of higher education administration today, and they are becoming the metrics by which programs and services are evaluated. Strong assessment skills have never been more important. Assessment in Student Affairs gives you the knowledge base and skill set you need to shine a spotlight on what you and your organization are able to achieve.
