Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.
This mixed-methods study examined faculty perceptions of online teaching at a mid-sized liberal arts university in order to understand faculty acceptance and participation in online teaching at the university. Seventy-nine participants responded to a survey that collected qualitative and quantitative data. Content analysis examined faculty perceptions of online teaching and identified six themes. An examination of 21 quantitative factors identified 17 factors reported by more than 50% of respondents to influence their decision to teach or not teach online. Study participants perceived online learning as attractive to students but they wanted any online courses carefully regulated, in part because online learning was seen as contrary to their teaching values. Participants were influenced by personal preferences but also the desire for robust faculty resources, and more effective technology and infrastructure. Implications and directions for future research were discussed.
Faculty resistance to online teaching is a problem that can affect institutions looking to increase online learning options for students. Prior research has identified a number of encouraging and discouraging factors that may affect faculty motivation to teach online. Given limited institutional resources, it would be difficult for an institution to address all of the factors identified in prior research. Furthermore, faculty at liberal arts colleges have not been studied as a specific population of interest in prior research. Therefore, to increase acceptance and participation in online teaching at Pacific Lutheran University (PLU), this study employed a convergent, parallel mixed-methods research design to investigate faculty perceptions of online teaching among faculty not currently teaching online. The Decomposed Theory of Planned Behavior (DTPB) provided a theoretical lens to examine the influence of attitudes, subjective norms, and perceived behavioral control on an individual's willingness to engage in an innovative practice, i.e. online teaching. Latent qualitative content analysis examined faculty perceptions of online teaching and identified six themes in the dataset. Using descriptive statistics, an examination of 21 quantitative factors identified 17 factors reported by more than 50% of respondents to influence their decision to teach or not teach online. Merged analysis found strong agreement between the two datasets, with only minor areas of divergence. Study participants perceived online learning as attractive to students but they wanted any online courses carefully regulated, in part because online learning was seen as contrary to their teaching values. Participants were influenced by personal preferences but also the v desire for robust faculty resources, and more effective technology and infrastructure.
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