Communication Needs of Online Students

Beuschel, Werner; Gaiser, Birigt; Draheim, Susanne

doi:10.4018/9781591401025.ch013

Cited by 2 publications

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“…A key factor contributing to this perception, of online study being a 'lesser experience', is the isolation of the online learner (Selwyn et al, 2006). Another major consideration is that regular communication between student and tutor is considered critical for the success of an online course (Beaudoin, 2002;Beuschel et al, 2003;Augar et al, 2006). Previous research, particularly in the 1990s and early 2000s, highlighted that online courses can suffer from high drop-out rates when compared to their on-campus equivalents (Fisher, 2003;Palloff & Pratt, 2003;MacDonald, 2006).…”

Section: The Experience Of Studying Onlinementioning

confidence: 99%

Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme

Slater

Davies²

2020

OLJ

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Creating engaging online resources is an important part of the rapidly changing discipline of e-tutoring. There is increasing use of a wide range of media for online training but only a limited number of studies assessing their effectiveness. This study involved an educator working collegiately with cohorts of online students studying a specialist land-based postgraduate degree programme (n = 79). The opinions of these mature online students, on current and potential learning resources, informed two interventions that provided novel online resources to the course. Student opinion on these new resources was captured and subjected to thematic analysis. The results identify that these students’ favoured resources were online lectures, course notes, primary literature and tutors’ opinion pieces because they were perceived as accessible, easy to engage with, assignment-related and/or provided something akin to a ‘university campus experience’. In contrast, podcasts and knowledge review quizzes were strongly disfavoured by the majority of respondents. The implications of this study in relation to online teaching practice are discussed.

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Section: The Experience Of Studying Onlinementioning

confidence: 99%

Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme

Slater

Davies²

2020

OLJ

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“…Park and Bonk (2007) point out that synchronous environments promote efficient and rich communication including tones of voice, facial expressions, and emotional states. Other researchers cite the timely correction of misconceptions (Finkelstein, 2006), the students' ability to engage spontaneously (Beuschel, Gaiser, & Draheim, 2003;Fish, Kraut, & Chalfonte, 1990) and the instructors' ability to give personal, real-time attention to students (Finkelstein, 2006;Munzer, 2003). Synchronous learning environments have more in common with the traditional classroom than asynchronous learning environments, so synchronous interaction is the most practical mode for courses adapted from traditional classrooms to the VLE.…”

Section: Location Mode and Pedagogymentioning

confidence: 99%

Factors Affecting Training Effectiveness in Synchronous, Dispersed Virtual Environments

Spears¹

2014

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Communication Needs of Online Students

Cited by 2 publications

References 0 publications

Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme

Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme

Factors Affecting Training Effectiveness in Synchronous, Dispersed Virtual Environments

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