logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, HA4 7AE, UK
RHAPSODE
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, HA4 7AE, UK
Research Article

A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

Michelle Gonzalez , Noreen Moore

The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods .

T

The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.

Keywords: Online teaching and learning, engagement, web 2.0, community of inquiry.

cloud_download PDF
Cite
Article Metrics
Views
1301
Download
1538
Citations
Crossref
4

Scopus
0

References

Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Digital Learning Compass. http://onlinelearningsurvey.com/reports/digtiallearningcompassenrollment2017.pdf

Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. Allyn & Bacon.

Anderson, T., Rourke, L, Garrison, D.R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context, Journal of Asynchronous Learning Networks, 5(2), 1-17.

Beaudoin, M. F., Kurtz, G., & Eden, S. (2009). Experiences and opinions of e-learners: What works, what are the challenges, and what competencies ensure successful online learning. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 275-289. https://doi.org/10.28945/78

Bledsoe, T. S., Harmeyer, D., & Wu, S. F. (2014). Using Twitter and #Hashtags toward enhancing student learning in an online course environment. International Journal of Distance Educational Technologies, 12(3), 75-82. https://doi.org/10.4018/ijdet.2014070106

Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education, 15(2), 118-126. https://doi.org/10.1016/j.iheduc.2011.11.006

Britto, M., & Rush, S. (2013). Developing and implementing comprehensive student support services for online students. Journal of Asynchronous Learning Networks, 17(1), 29-42. https://doi.org/10.24059/olj.v17i1.313

Buelow, J. R., Barry, T., & Rich, L. E. (2018). Supporting learning engagement with online students. Online Learning22(4), 313–340. https://doi.org/10.24059/olj.v22i4.1384

Burnette, D. M. (2014). Review of the book Effective online teaching: Foundations and strategies for student success, by T. Stavredes. Adult Learning, 25(2), 73-74. https://doi.org/10.1177/1045159514522429

Chen, P. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/10.1016/j.compedu.2009.11.008

Cundell, A. & Sheepy, E. (2018). Student perceptions of the most effective and engaging online learning activities in a blended graduate seminar. Online Learning, 22(3), 87-102 https://doi.org/10.24059/olj.v22i3.1467

Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(1), 1-13.

Ehrmann, S. C. (2004). Beyond computer literacy: Implications of technology for the content of a college education. Liberal Education, 90(4), 6–13.

Fabianic, D. (2002). Online instruction and site assessment. Journal of Criminal Justice Education13(1), 173-186. https://doi.org/10.1080/10511250200085401

Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Practice and direction (Vol. 4, pp. 47-58). Needham, MA: The Sloan Consortium.

Garrison, D. R. (2017). E-learning in the 21st century (3rd ed.)Routledge.

Garrison, D. R. (2016). Thinking collaboratively. Routledge.

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Gasevic, D., Adesope, O., Joksimovic, S., & Kovanovic, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53–65. https://doi.org/10.1016/j.iheduc.2014.09.006

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, 21(3), 117-132. https://doi.org/10.1080/08923640701341653

Ginder, S. A., Kelly-Reid, J. E., & Mann, F. B. (2018). Enrollment and employees in postsecondary institutions, fall 2017; and financial statistics and academic libraries, fiscal year 2017: First look (Provisional data). National Center for Education Statistics.

Glazier, R. A. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education12(4), 437–456. https://doi.org/10.1080/15512169.2016.1155994

Hacker, D. J., & Niederhauser, D. S. (2000). Promoting deep and durable learning in the online classroom. In R. E. Weiss, D. S. Knowlton, & B. W. Speck (Eds.), Principles of effective teaching in the online classroom (pp.53-64). Jossey-Bass.

Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology mediated learning: A review. Computers & Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005

Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussion: Further findings from three case studies. Instructional Science, 43(1), 19–38. https://doi.org/10.1007/s11251-014-9329-2

Holzweiss, P. C., Joyner, S. A., Fuller, M. B., Henderson, S., & Young, R. (2014). Online graduate students' perceptions of best learning experiences. Distance Education35(3), 311-323. https://doi.org/10.1080/01587919.2015.955262

Hosler, K. A., & Arend, B. D. (2012). The importance of course design, feedback, and facilitation: Student perceptions of the relationship between teaching presence and cognitive presence. Educational Media International, 49(3), 217–229. https://doi.org/10.1080/09523987.2012.738014

Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education95, 270-284. https://doi.org/10.1016/j.compedu.2016.01.014

Johnson, J. (2003). Distance education: The complete guide to design, delivery, and improvement. Columbia University Press.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education44(1), 125-147.

Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83-98. https://doi.org/10.1007/s10755-006-9010-z

Lohmann, M. J., Boothe, K. A., Hathcote, A. R., & Turpin, A. (2018). Engaging graduate students in the online learning environment: A universal design for learning (UDL) approach to teacher preparation. Networks: An Online Journal for Teacher Research20(2), 1-23. https://doi.org/10.4148/2470-6353.1264

Lowenthal, P. R. (2010). The evolution and influence of social presence theory on online learning. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 124–139). IGI Global.

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

McBrien, J. L., Jones, P., & Cheng, R. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605

Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–14. https://doi.org/10.1002/aehe.20018

Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education33(1), 5-30. https://doi.org/10.1080/01587919.2012.667957

Oh, E. G., Huang, W. H. D., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: Comparison between peer-and-instructor-Redirection. Journal of Computing in Higher Education30(3), 489–509. https://doi.org/10.1007/s12528-018-9180-6

Patterson, D. (2019). The power of the human face in online education. International Journal of Adult Vocational Education and Technology10(1), 13–26. https:// doi.org/10.4018/IJAVET.2019010102

Preisman, K. A. (2014). Teaching presence in online education: From the instructor’s point of view. Online Education, 18(3), 1-16. http://dx.doi.org/10.24059/olj.v18i3.446

Purarjomandlangrudi, A., Chen, D., & Nguyen, A. (2016). Investigating the drivers of student interaction and engagement in online courses: A study of state-of-the-art. Informatics in Education, 15(2), 269-286. http://dx.doi.org/10.15388/infedu.2016.14

Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. https:// doi.org/10.24059/olj.v22i1.1175

Robinson, C. C., & Hullinger, H. (2009). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109. https://doi.org/10.3200/JOEB.84.2.101-109

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ACSD Publishing.

Rovai, A. P. (2007). Facilitating online discussions effectively. Internet and Higher Education10(1), 77–88. https://doi.org/10.1016/j.iheduc.2006.10.001

Shea, P., K. Swan, C. S. Li and A. Pickett. (2005) Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59–82. http://dx.doi.org/10.24059/olj.v9i4.1779

Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with face-to-face courses in higher education. Journal of Computer Assisted Learning34(5), 534–543. https://doi.org/10.1111/jcal.12258

Wankel, C., & Blessinger, P. (Eds.). (2013). Increasing student engagement and retention in e-learning environments: Web 2.0 and blended learning technologies. Proquest. https://ebookcentral.proquest.com

Watson, W., Richardson, J., & Loizzo, J. (2016). Instructor’s use of social presence, teaching presence, and attitudinal dissonance: A case study of an attitudinal change MOOC. International Review of Research in Open and Distributed Learning, 17(3), 54–74. https://doi.org/10.19173/irrodl.v17i3.2379

Yang, J. C., Quadir, B., Chen, N. S., & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11-20. https://doi.org/10.1016/j.iheduc.2016.04.002

Young, S. (2006). Student views of effective online teaching in higher education. American Journal of Distance Education, 20(2), 65-77. https://doi.org/10.1207/s15389286ajde2002_2

Young, S., & Bruce, M. A. (2011). Classroom community and student engagement in online courses. Journal of Online Learning and Teaching, 7(2), 1-13.

Zhao, H. & Sullivan, K.P. (2017), Teaching presence in computer conferencing. British Journal of Educational Technology, 48(2), 538-551. https://doi.org/10.1111/bjet.12383

...