Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Abstract

In order to examine current online course delivery systems, the authors created and conducted a survey that examined both face-to-face (FTF) and online education (OE) classes offered at 46 universities and some community colleges in the United States, as well as at some foreign universities. Students were asked whether they preferred FTF or OE classes, and related questions (convenience, self-pacing, etc.). The results showed that 47.5 % preferred FTF classes, 33.5% preferred OE classes and 19% had no preference (N = 1876). The authors hypothesized that students' preference for OE classes had strong correlations with other variables in the survey. The purpose of the research is twofold, involving, first, the identification of these variables. The authors found that gender, stated reasons for having taken an OE class, student perception of pedagogical characteristics of OE classes, frequency of use of certain OE technologies, rated quality and reliability of the OE course delivery system, number of OE classes the student had taken, and speed of Internet connection were significantly correlated with preference for OE classes. Second, the authors suggest how these OE features should be implemented to improve current OE course delivery systems. Current Status of Online Education (OE) Learning OE and TechnologyIn the latter half of the twentieth century, following the development and widespread adoption of the personal computer, many classrooms moved from face-to-face (FTF) to online education (OE), creating new opportunities for both learners and teachers and altering the manner in which students and instructors interact. OE is expected to continue to shape the way people learn in this new century. Furthermore, in a global economy where professionals need to update their technical skills and knowledge constantly and where communication across large distances is often very desirable, OE will be delivered wherever and whenever needed.The computer has been one of the most powerful agents of change in human behavior over the past few decades, yet understanding the complex interaction between the use of computers and the dynamics of user behavior continues to be a challenge, and one which is particularly acute in OE. OE evolves constantly, and both instructors and students must be adaptable, knowledgeable, and willing to keep up with the pace of technological advances. Not surprisingly, students in OE classes are likely to express dissatisfaction when they are taking their very first OE course (Wisan et al, 2001). Wisan found that students having a single OE experience were much less satisfied with OE than students who had completed four or more OE classes (Wisan et al, 2001). This effect may be due to students having learned how to function better in the OE environment or because of those students most dissatisfied with OE simply not taking any more OE classes after their first bad experience with such a class. Murray J. Williams (2008) also found that number of previous online

A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification

“…As a result, students may not receive the resources necessary for optimal online learning outcomes. Similarly, it has been observed that while learning management systems provide a host of technological capabilities, such tools often are “not fully exploited to the learner’s advantage” (Kishore et al, 2009: p. 401). Similarly, Koh (2020) commented that university faculty lack the necessary skills to effectively implement technology in instruction.…”