Abstract
The chapter addresses the discrepancies that exist between student and faculty perceptions of online courses, specifically differences in beliefs about the quality of online courses and the rigor of online coursework. The authors present data collected from faculty and students before the launch of undergraduate and graduate online programs and over the course of the first four years of online course offerings at a small, Historically Black University (HBCU). The data is used to discuss ways to reduce incongruities in how students and faculty view online courses with a focus on faculty establishing their expectations for student performance in the online environment, measuring course quality, and using student evaluations to enhance course quality. Congruent beliefs and expectations are important to ensure that both faculty and students involved in online courses are satisfied with their experiences, leading to better retention and learning outcomes.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
