Araştırma Makalesi
Yıl 2019,
Cilt: 5 Sayı: 14, 123 - 135, 15.09.2019
Öz
With the
rapid growth of online instruction in teacher education colleges, the quality
of online courses has become an important issue. The purpose of this study was
to investigate Arab undergraduate students' perceptions of their learning
experiences of fully asynchronous online courses at a teacher training college.
The study sample comprised 103 Israeli Arab students, who were surveyed about
the factors they perceived to be important to the quality of online learning.
The questionnaire comprised items on four different aspects: course design,
course content, interaction among students, and student-instructor interaction.
The findings indicated that the learning experience was positive overall and
the students were satisfied. They rated statements related to the importance of
interacting with peers and with the instructor at a high level. On the other
hand, the respondents rated the quality of interaction among peers and the
quality of the collaborative learning activities provided for students in the
online courses at a low level. Other findings revealed that the students
preferred a consistent structure across all online courses delivered by the
college. The findings of the current study constitute insights that might
assist online instructors, instructional designers and college stakeholders to
improve the quality of future online courses.
Anahtar Kelimeler
online learning student perceptions quality of online courses Arab undergraduate student teachers
Kaynakça
- Al-Shalchi, O. (2009). The effectiveness and development of online discussion. MERLOT Journal of Online Learning and Teaching, 5(1), 104-108. An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary issues in technology and Teacher Education, 8(1), 65-83. Baran, E., & Correia, A. P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95-101. Biesenbach-Lucas, S. (2004). Asynchronous web discussions in teacher training courses: Promoting collaborative learning—or not? AACE Journal, 12(2), 155-170. Britto, M., & Rush, S. (2013). Developing and implementing comprehensive student support services for online students. Journal of Asynchronous Learning Networks, 17, 29–42. Burns, B. A. (2013). Students' perceptions of online courses in a graduate adolescence education program. Journal of Online Learning and Teaching, 9(1), 13. Chen, S. J. (2014). Instructional design strategies for intensive online courses: An objectivist-constructivist blended approach. Journal of interactive online learning, 13(1). Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. The Quarterly Review of Distance Education, 13(1), 11–14. Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314. 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(2), 1–13. Retrieved from http://josotl.indiana.edu/ Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215. Faja, S. (2013). Collaborative learning in online courses: Exploring students perceptions. Information Systems Education Journal, 11(3), 42. Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate Students' Perceptions of Online Learning. Research in Higher Education Journal, 27. Griffiths, C. & Moallem, M. (2016). Assessment of the Quality of Online Courses: A Case of a Community College. In Proceedings of E-Learn: World Conference on E-Learning (pp. 392-397). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 18, 2018 from https://www.learntechlib.org/primary/p/173965/. Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95, 270-284. Jones, K. O., & Kelley, C. A. (2003). Teaching marketing via the Internet: Lessons learned and challenges met. Marketing Education Review, 13, 81–89. Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301. Kirtman, L. (2009). Online versus in-class courses: An examination of differences in learning outcomes. Issues in Teacher Education, 18(2), 103. Lall, V., & Lumb, R. (2010). Successful design, development and delivery of online courses: Lessons from operations management and global leadership. Indian Journal of Economics & Business, 9(2), 377-384. Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24. Lister, M. (2014). Trends in the design of e-learning and online learning. Journal of Online Learning and Teaching, 10(4), 671. Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267-277. Mazzolini, M., & Maddison, S. (2007). When to jump in: The role of the instructor in online discussion forums, Computers & Education, 49(2), pp. 193–213. Milheim, K. L. (2012). Toward a better experience: Examining student needs in the online classroom through Maslow’s hierarchy of needs model. Merlot Journal of Online Learning and Teaching, 8(2). Retrieved from http://jolt.merlot.org/ Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY:Wadsworth. Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: A recent review of the literature. (Electronic version). Educational Technology & Society, 7(1), 12-20. Palloff, R., M. and Pratt, K. (2010). Collaborating Online: Learning Together in Community. San Francisco: Jossey-Bass. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. San Francisco, CA: Jossey-Bass. Ralston-Berg, P., Buckenmeyer, J., Barczyk, C., & Hixon, E. (2015). Students’ perceptions of online course quality: How do they measure up to the research? Internet Learning Journal, 4(1), 38–55. Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62-65. Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). Rovai, A., & Downey, J. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. Sahin, I., & Shelley, M. (2008). Considering Students' Perceptions: The Distance Education Student Satisfaction Model. Journal of Educational Technology & Society, 11(3). Sebastianelli, R., Swift, C., & Tamimi, N. (2015). Factors affecting perceived learning, satisfaction, and quality in the online MBA: A structural equation modeling approach. Journal of Education for Business, 90(6), 296–305 Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70 Swan, K. (2002). Building learning communities in online courses: the importance of interaction. Education, Communication & Information, 2(1), 23-49. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y. Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135. Tibi, M. H. (2013). The Impact of Structured Discussion Forums on Knowledge Acquisition of Different Kinds by Computer Science Students. EDULEARN13 Proceedings, 3676-3690. IATED ISBN: 978-84-616-3822-2. Tibi, M. H. (2015). Improving Collaborative Skills by Computer Science Students through Structured Discussion Forums. Journal of Technologies in Education, 10 (3-4), 27-41. Tibi, M. H. (2016). Essential Components in Structuring Asynchronous Discussion Forums. TOJDE - The Turkish Online Journal of Distance Education, 17(2), 88-97. Uusiautti, S., Määttä, K., & Leskisenoja, E. (2017). Succeeding Alone and Together-University Students’ Perceptions of Caring Online Teaching. Journal of Studies in Education, 7(2), 48-66. Wallace, R. M. (2003). Online learning in higher education: A review of research on interactions among teachers and students. Education, Communication, and Information, 3(2), 241-280. Ward, M., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11(3), 57-77. doi:http://dx.doi.org/10.19173/irrodl.v11i3.867 Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students' perspective. The Internet and Higher Education, 9(2), 107-115.
Yıl 2019,
Cilt: 5 Sayı: 14, 123 - 135, 15.09.2019
Öz
Kaynakça
- Al-Shalchi, O. (2009). The effectiveness and development of online discussion. MERLOT Journal of Online Learning and Teaching, 5(1), 104-108. An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary issues in technology and Teacher Education, 8(1), 65-83. Baran, E., & Correia, A. P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95-101. Biesenbach-Lucas, S. (2004). Asynchronous web discussions in teacher training courses: Promoting collaborative learning—or not? AACE Journal, 12(2), 155-170. Britto, M., & Rush, S. (2013). Developing and implementing comprehensive student support services for online students. Journal of Asynchronous Learning Networks, 17, 29–42. Burns, B. A. (2013). Students' perceptions of online courses in a graduate adolescence education program. Journal of Online Learning and Teaching, 9(1), 13. Chen, S. J. (2014). Instructional design strategies for intensive online courses: An objectivist-constructivist blended approach. Journal of interactive online learning, 13(1). Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. The Quarterly Review of Distance Education, 13(1), 11–14. Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314. 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(2), 1–13. Retrieved from http://josotl.indiana.edu/ Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215. Faja, S. (2013). Collaborative learning in online courses: Exploring students perceptions. Information Systems Education Journal, 11(3), 42. Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate Students' Perceptions of Online Learning. Research in Higher Education Journal, 27. Griffiths, C. & Moallem, M. (2016). Assessment of the Quality of Online Courses: A Case of a Community College. In Proceedings of E-Learn: World Conference on E-Learning (pp. 392-397). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 18, 2018 from https://www.learntechlib.org/primary/p/173965/. Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95, 270-284. Jones, K. O., & Kelley, C. A. (2003). Teaching marketing via the Internet: Lessons learned and challenges met. Marketing Education Review, 13, 81–89. Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301. Kirtman, L. (2009). Online versus in-class courses: An examination of differences in learning outcomes. Issues in Teacher Education, 18(2), 103. Lall, V., & Lumb, R. (2010). Successful design, development and delivery of online courses: Lessons from operations management and global leadership. Indian Journal of Economics & Business, 9(2), 377-384. Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24. Lister, M. (2014). Trends in the design of e-learning and online learning. Journal of Online Learning and Teaching, 10(4), 671. Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267-277. Mazzolini, M., & Maddison, S. (2007). When to jump in: The role of the instructor in online discussion forums, Computers & Education, 49(2), pp. 193–213. Milheim, K. L. (2012). Toward a better experience: Examining student needs in the online classroom through Maslow’s hierarchy of needs model. Merlot Journal of Online Learning and Teaching, 8(2). Retrieved from http://jolt.merlot.org/ Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY:Wadsworth. Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: A recent review of the literature. (Electronic version). Educational Technology & Society, 7(1), 12-20. Palloff, R., M. and Pratt, K. (2010). Collaborating Online: Learning Together in Community. San Francisco: Jossey-Bass. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. San Francisco, CA: Jossey-Bass. Ralston-Berg, P., Buckenmeyer, J., Barczyk, C., & Hixon, E. (2015). Students’ perceptions of online course quality: How do they measure up to the research? Internet Learning Journal, 4(1), 38–55. Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62-65. Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). Rovai, A., & Downey, J. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. Sahin, I., & Shelley, M. (2008). Considering Students' Perceptions: The Distance Education Student Satisfaction Model. Journal of Educational Technology & Society, 11(3). Sebastianelli, R., Swift, C., & Tamimi, N. (2015). Factors affecting perceived learning, satisfaction, and quality in the online MBA: A structural equation modeling approach. Journal of Education for Business, 90(6), 296–305 Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70 Swan, K. (2002). Building learning communities in online courses: the importance of interaction. Education, Communication & Information, 2(1), 23-49. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y. Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135. Tibi, M. H. (2013). The Impact of Structured Discussion Forums on Knowledge Acquisition of Different Kinds by Computer Science Students. EDULEARN13 Proceedings, 3676-3690. IATED ISBN: 978-84-616-3822-2. Tibi, M. H. (2015). Improving Collaborative Skills by Computer Science Students through Structured Discussion Forums. Journal of Technologies in Education, 10 (3-4), 27-41. Tibi, M. H. (2016). Essential Components in Structuring Asynchronous Discussion Forums. TOJDE - The Turkish Online Journal of Distance Education, 17(2), 88-97. Uusiautti, S., Määttä, K., & Leskisenoja, E. (2017). Succeeding Alone and Together-University Students’ Perceptions of Caring Online Teaching. Journal of Studies in Education, 7(2), 48-66. Wallace, R. M. (2003). Online learning in higher education: A review of research on interactions among teachers and students. Education, Communication, and Information, 3(2), 241-280. Ward, M., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11(3), 57-77. doi:http://dx.doi.org/10.19173/irrodl.v11i3.867 Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students' perspective. The Internet and Higher Education, 9(2), 107-115.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Eylül 2019 |
| Gönderilme Tarihi | 18 Temmuz 2019 |
| Yayımlandığı Sayı | Yıl 2019Cilt: 5 Sayı: 14 |
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