A Longitudinal Comparative Study of Student Perceptions in Online Education

Abstract

This paper, a subset of a larger experimental longitudinal study, compared students' perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students' perceptions were measured over eight years, in a course designed using Chickering's Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students' perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student's online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.

A Preliminary Study of Business Student Perceptions of Online versus Face-to-Face Education

“…While expressing concerns about rise in online courses (Tanner et al, 2006), graduates also grew to accept online education as being equal to or better than traditional FTF (Perrault et al, 2008). Over 8 years, students' perceptions changed as course activities and student interactions with others were satisfied (Mortagy & Boghikian-Whitby, 2010).…”

“…Studies report student distress with online learning with ambiguous instructions (Perreault et al, 2008). Research favors research-based validated online frameworks with benchmarks and favors a student-centered model (Mortagy & Boghikian-Whitby, 2010). Students choosing to take online courses typically cite flexibility and convenience (Horspool & Lange, 2012;Perreault et al, 2008), the ability to self-control the learning environment (Armstrong, 2011), avoiding a commute to campus, and work demands (Horspool & Lange, 2012).…”

A Study of Changes in Online Graduate Business Student Perceptions over a Course

“…Using the same survey instrument as a previous study, results indicated that as business students took more courses, their perceptions of the OL environment improved, and their perception that OL courses were more difficult than traditional classes increased (Fish & Snodgrass, 2014). Therefore as shown in many studies (Dobbs et al, 2009;Mortagy & Boghikian-Whitby, 2010;Perreault et al, 2008), as students experience in the OL environment increases over time, their perceptions improve with increasing exposure to the OL environment. Prior research indicates that students need to complete at least 5 OL courses before they perceive that they learn more in the OL environment than FTF (Dobbs et al, 2009)…”

“…As students take more courses, studies evaluating student's perceptions of OL courses demonstrate an increasing acceptance of OL as being equal to or better than FTF (Dobbs et al, 2009;Fish & Snodgrass, 2014;Mortagy & Boghikian-Whitby, 2010;Perreault et al, 2008;Tanner et al, 2003). This study sought to explore when this change occurred as students' perceptions over a single course were analyzed.…”

“…In a study of business students -regardless of whether the student took or did not take OL courses, students favored FTF courses; however, most OL respondents only took one course (Fish & Snodgrass, 2014). As students take more courses, studies evaluating student's perceptions of OL courses demonstrate an increasing acceptance of OL as being equal to or better than FTF (Dobbs et al, 2009;Fish & Snodgrass, 2014;Mortagy & Boghikian-Whitby, 2010;Perreault et al, 2008;Tanner et al, 2003). Using the same survey instrument as a previous study, results indicated that as business students took more courses, their perceptions of the OL environment improved, and their perception that OL courses were more difficult than traditional classes increased (Fish & Snodgrass, 2014).…”