Students In Online Courses Research Articles

The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students

This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.<br /><br /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

Student Characteristics That Predict Persistence in Community College Online Courses

This study examined the student characteristics of learning style, locus of control, computer experience and access, and online course experience on persistence of community college students in online courses. An online survey instrument based on the Barsch Learning Style Inventory (1996), the Abbreviated Measure of Internal–External Locus of Control (1974), and a computer experience scale that was developed by the researchers was completed by 225 students enrolled in online courses at five Florida community colleges. Logistic regression analysis identified a three-variable model (auditory learning style, grade point average, and basic computer skills) that was significant in predicting online student success. Academic and student support interventions are suggested for community college students who may be affected by these predictors.

Assessment Of Student Performance And Attitudes For Courses Taught Online Versus Onsite

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt;"><span style="mso-bidi-font-style: italic;"><span style="font-size: x-small;"><span style="font-family: Batang;">This paper assesses the differences in performance and attitudes of students taught online versus onsite.<span style="mso-spacerun: yes;">  </span>Students completed a course evaluation designed to determine student satisfaction in specific areas.<span style="mso-spacerun: yes;">  </span>Student performance was measured by means of a comprehensive exam that tested all material covered in the course.<span style="mso-spacerun: yes;">  </span>Results support the contention that students in online courses learn as much or more than students in traditional onsite courses and are as satisfied with the course and the instruction as their onsite counterparts.</span></span></span></p>

A Smart Courseware System for distance education

In recent years, distance learning has been discussed extensively. With the ability to break the limitation of both spatial and time, distance education is able to offer anytime-and-anywhere study environment for students. Instructors can provide asynchronous online courses for students who are not able to attend the class on a regular basis. As a result, students now have a chance to learn anytime and anywhere with a computer and the internet. 'Smart Courseware System (SCS)' provides both course authoring and student assessment functionality. Our system provides two main systems and each main system consisted of six sub-systems. We hope both instructors and students would be benefited from our proposed system. Furthermore, we also add an export function to our authoring system so instructors are able to export their courseware in the Sharable Content Object Reference Model (SCORM) format. Instructors would be benefited from our expansion function that will automatically complete the complex transformation works for them.

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

This study demonstrates a method of assessment for an online program of instruction. Based on data taken over the last five years, the study compares the score on the major field test in business (MFT-B) from ETS with the number of core courses taken online, the number of online courses taken at this university, age and the student’s GPA in the core courses. No literature was found demonstrating the use of the MFT-B for comparing online and classroom instruction. The data shows that there is no difference in the outcomes for students in online courses and classroom courses. The study will be repeated annually for assessment reporting. Additionally, our study found higher withdrawal rates for online courses when compared to classroom courses.

Community in Three Undergraduate University Science Courses: An Analysis of Student Perception

Students who feel like part of a classroom community gain more enjoyment and are more academically successful than students who do not feel similar levels of community. This study intended to determine if students in online courses perceive the same level of community as students in face‐to‐face classes and if outside factors impacted community perceptions. The Classroom Community Survey (CCS) was administered to students in three introductory‐level science classes, each with a face‐to‐face section and an online section. The CCS consists of 20 questions, measuring overall community and two subscales, connectedness and learning. Five possible responses were given scores of 1 through 5 for a total of 100 possible points. Demographic questions were asked to establish if out‐of‐class factors affected community scores. Students in face‐to‐face sections (n = 183, M = 58.10) had significantly higher community scores than online students (n = 74, M = 55.24), t (255) = 3.55, p < 0.05. Connectedness scores for students in face‐to‐face sections were significantly higher than scores for their online counterparts, t (255) = 2.81, p < 0.05. Scores for the learning subscale were not significantly different based on course delivery method, t (255) = –1.80, ns. Of the eight demographic questions, only the question regarding if the course was required had a significant impact on community scores, t (186) = 2.95, p < 0.05. Results of this study showed that face‐to‐face students perceived significantly higher levels of community than did online students. Perception of learning and course grades were not significantly different for students across delivery methods.

Toward deep learning for adult students in online courses

Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and the type of online discussion on adult students' self-perceived and observable learning performance. The study findings inform that age itself does not predict adult students' learning satisfaction and performance. Instead, an integrated course model promotes learning satisfaction, while a Content + Support course model reinforces knowledge–constructive online interactions. The study findings also indicate disadvantages of close-ended discussion tasks in supporting students' online learning success.

Student‐to‐Student Interaction Revisited: A Case Study of Working Adult Business Students in Online Courses*

ABSTRACTFaculty teaching in online environments are universally encouraged to incorporate a variety of student‐to‐student learning activities into their courses. Although there is a body of both theoretical and empirical work supporting this, adult professional students participating in an online MBA program at an urban business school reported being at best indifferent and often negative regarding these learning activities. A case study was performed to explore how pervasive this attitude was and the possible reasons for it. Through various sources of data and exploration, we discovered that common interactive modalities are not associated with either perceived learning or satisfaction. A content analysis of a data analysis course revealed that 64.5% of responses recalled student‐to‐student interactivities when responding to a “learned least from” query. We identified three possible reasons for these negative responses: time inefficiency, interaction dysfunction, and flexibility intrusion. We conclude that, although some working professional students probably do learn from student‐to‐student interactivity, the costs incurred may be too great. If working adult students present a different profile than those students typically represented in academic research and thus have different needs and expectations, we may need to rethink the design of online education delivered to them.

Improving feedback to students in online courses.

This article describes evidence-based strategies that are efficient evidence-based strategies that are efficient for providing feedback to students in online courses. Strategies are grouped in categories including course design, faculty roles, and student participation. Integrating diverse feedback methods into course design is a way to promote efficiency in online courses while allowing students to acquire and learn professional skills such as self-reflection and peer review.

Student Performance in Online and Traditional Sections of an Undergraduate Management Course

Few previous studies comparing online and traditional courses have focused on undergraduate management courses. Our results complement previous analyses finding that, when we control for factors such as class, major, and GPA, students in online courses do as well in objective measures of performance, but not better than students in traditional courses. We also found that in the online sections, females performed at least as well as males. We discuss these results in relation to some changes in online education and the persistent perception by some that online education is somewhat problematic because students need more discipline in online courses.

College Students' with Learning Disabilities Personal Reactions to Online Learning

This case study investigates the strategies used to deliver online course content to postsecondary students with learning disabilities who were enrolled in a history course. The purpose was to examine whether course design modifications had any impact on students' attitudes or performance, and if so, which were most beneficial to students with learning disabilities. This study uses Universal Design for Learning (UDL) methods that can be used for all students, not just those with learning or physical disabilities, and includes how proper use of UDL can benefit these learners in the ever changing online learning environment. The findings reflected no apparent differences between the 2 students with learning disabilities and 3 without disabilities in regard to the use of the instructional media. However, some of the most important instructional modifications that might have benefited students with learning disabilities were inaccessible due to technical problems. Results might have differed in a course where students did not experience these difficulties. The results do, however, provide insight into students' reactions to specific modifications and present researchers and course designers with recommendations for improving the experiences of all students in online courses.

Nursing students’ behavioral intention to use online courses: A questionnaire survey

Background The development of network communication science and technology has accorded a special benefit to learning. Online courses have also become the most popular and important learning resource among students. Objectives Overall, this research aims to explore what are the important factors making students use online courses. Design The research combines the technology acceptance model and the innovation diffusion theory, and adds four research variables, computer anxiety, computer self-efficacy, perceived financial cost and perceived information quality to propose a new hybrid technology acceptance model to study students’ behavioral intention to use online courses. Settings Based on 228 questionnaires collected from nursing students in Taiwan. Methods The structural equation modeling technique was used to evaluate the causal model and confirmatory factor analysis was performed to examine the reliability and validity of the measurement model. Participants The survey began with e-mail and telephone interviews in January 2006. The interviewees were 348 students of Taiwan's universities. Because some of the replying subjects have never taken those courses and some did not complete the questionnaires, there were 228 valid questionnaires from students of Taiwan's universities who have taken online courses. The responding rate was 65.52%. Results This research found that computer anxiety had a negative effect on the behavioral intention to use online courses ( γ=−0.21, P<0.01). Computer self-efficacy had a positive effect on the behavioral intention to use online courses ( γ=0.37, P<0.01). Compatibility had a positive effect on both the behavioral intention to use online courses ( γ=0.18, P<0.01) and perceived usefulness ( γ=0.3, P<0.01). Perceived usefulness had a positive effect on the behavioral intention to use online courses ( β=0.14, P<0.05). Perceived ease of use had a positive effect on perceived usefulness ( γ=0.23, P<0.01), the behavioral intention to use online courses ( γ=0.24, P<0.01). Perceived financial cost had a negative effect on the behavioral intention to use online courses ( γ=−0.16, P<0.01). Perceived information quality had a positive effect on the behavioral intention to use online courses ( γ=0.11, P<0.05). The findings of this research help to develop more user friendly online courses for students. Conclusions (1) Computer anxiety, computer self-efficacy, compatibility, perceived usefulness, perceived ease of use, perceived financial cost, and perceived information quality were the critical factors that impacted on students’ behavioral intention to use online courses. (2) Computer anxiety and perceived financial cost had a negative effect on the behavioral intention to use online courses. (3) The present study added four new research constructs (computer anxiety, computer self-efficacy, perceived financial cost, and perceived information quality) to the research model so that it would be more complete; this improved the fit of the whole model. (4) Computer self-efficacy, compatibility, perceived usefulness, perceived ease of use, and perceived information quality had a positive effect on the behavioral intention to use online courses. By explaining students’ behavioral intention from a user's perspective, the findings of this research help to provide insight into the best way to promote new e-learning tools for students.

An Analysis of Student Persistence in Online Education

This study examines the relationship between instructional interaction and student persistence among adult students in online courses. A survey research methodology was used to examine the frequency and the method of instructional interaction in online courses, student attitudes regarding instructional interaction, and the reasons online students provide for persisting in, or withdrawing from, online courses. The results indicate that student perceptions regarding the contribution of asynchronous, discussion forum use combined with frequent use of asynchronous discussion account for 26% of the variance in course persistence rates. Consistent with the literature on adult student dropout, the findings identify additional situational and institutional barriers to persistence among students in online courses. The findings suggest that strategies to facilitate student persistence in online courses should address online instructional techniques, faculty development, technology development, and program development.

Running head: ONLINE AND TRADITIONAL STUDENT DIFFERENCES

The purpose of the present study was to evaluate the differences in demographic characteristics, motivational orientation, self-efficacy, and attitudes about technology between students who enrolled in a course offered in the traditional setting and those enrolled in the same course online. The two groups, each comprised of 27 students, were administered self-report measures to evaluate their levels of technological self-efficacy, attitude toward technology, and motivational orientation. Participants also reported their age, number of online courses taken, and gender. Results indicated that the two groups did not differ in terms of their attitudes about and feelings of self-efficacy toward technology. Despite many similarities in motivational orientation, online students did report higher levels of interest, curiosity, and intrinsic motivation, suggesting that students in online courses may prefer autonomy in the course design. Further research is necessary to determine whether students seek out online courses because they possess motivation or if online courses create motivation.

Students' Learning Styles and Their Preferences for Online Instructional Methods

In an attempt to serve online students' needs, several questions were asked: Is there a dominant learning style of students in online courses? Is there a preferred method of online instruction? Is there a relationship between learning styles and the preferred method of online instruction? A two-part survey was administered to all graduate students enrolled in SetonWorldWide. Part A consisted of the Gregorc Learning Styles Delineator (GSD) and Part B consisted of demographic questions and a Likert scale focusing on the rating of online instructional methods. Subjects ( N = 96) displayed varied learning styles with dual learning styles (56.2%) representing the largest group. Subjects demonstrated strong preferences for asynchronous log-ons (99%), a high degree of interaction within the course, and noted a high degree of satisfaction with their online programs (95%). Convenience was the most frequent reason reported (92%) for selecting a Web course. The strongest preferences were noted for instructional activities emphasizing convenience, time management, and interactivity. Correlation analysis between students' learning styles scores and six online instructional methods revealed several significant relationships which were inconsistent with personality traits. It was found that students enrolled in online education because of the convenience, displayed a dual learning style, and favored individual assignments and threaded discussions.

If You Build It, They Will Come, but Then What

SUMMARY A superior learning environment provides students with an opportunity to benefit from the knowledge and experience of an instructor and to engage in research into the subject matter. Librarians can collaborate with faculty in online courses to enhance the learning environment. The authors describe a project that enabled a librarian to have direct interaction with students in online courses. Responses from students regarding this project were gathered each semester for five years and are the basis for suggestions for continued experimentation and assessment of this model of information literacy instruction.

A statistical analysis of student performance in online computer science courses

During the past few years the number of courses offered online has greatly increased as technology has made delivery of such courses feasible. This paper discusses the experiences of the authors in teaching online courses for upper-division computer science students and reports results of a study comparing success of students in online courses to students in traditional courses.

Instructional Design and the Online Student: Do On-Line Students Learn More than Face-To-Face Students? Some Suggestive Evidence

An asynchronous course in the foundations of economic analysis depends on mastery of content before students may progress to the next module. Each module is formulated with introduction, content, graded and non-graded assessment. Student success over four semesters is pronounced with little withdrawal and mostly grades of A being received. This presentation describes the instructional design, the testing environment and the degree of student and professor interaction that leads to these observed outcomes. The author and his colleague at the University of Akron are undertaking an experiment comparing the success rates of face -to-face to online courses. Two professors are offering the same undergraduate economics course and will measure the difference in pre-and post-test scores on a standardized exam to test whether students learn more in face-to-face or online courses. The study will control for the level of prior economic literacy, previous grades and academic characteristics, attitudes towards economics and the amount of effort expected and actually spent in studying and performing in this class. Previous research has shown that students in online courses do not do significantly worse than face-to-face students, but can not perform on as high a complex plane. Our study will directly test this as well.

Online Focus Group: A Tool to Evaluate Online Students' Course Experience

This study suggests that virtual focus groups can be used as a powerful research tool to evaluate students' online course experiences. Students taking courses through the Internet want to be in control of when to access their course content. They also want to be able to decide when and how they interact with their peers and professors. In other words, students are striving for flexibility. Due to the fact that online courses require a different array of preparation, infrastructure, technical support, technology expertise, and course methodology; the evaluation of student online course experience(s) requires a different evaluation paradigm. In this study, the researchers combined the focus group with the Delphi technique and were able to verify the important matters that made an impact on students' satisfaction with the online course(s) they took. The uniqueness of this study is related to the adoption of asynchronous communication into the focus group research technique.

Designing for learning: What are the essential features of an effective online course?

&lt;span&gt;How do online courses differ from traditional university courses? What are the new learning demands made on students in online courses? Which particular design features optimise the teaching and learning process in an online delivery mode?&lt;/span&gt;&lt;p&gt;These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. Emerging from the project is the fully online course &lt;em&gt;Economic Thought and Controversy&lt;/em&gt;, together with an instructional design template. This template is now being applied to other courses in the discipline with the aim of transferring the whole economics programme to online delivery in 1998.&lt;/p&gt;&lt;p&gt;This paper describes the pedagogical rationale of the design template.&lt;/p&gt;