Experiences and Opinions of E-learners: What Works, What are the Challenges, and What Competencies Ensure Successful Online Learning

Abstract

This paper reports findings of a survey of online learners from Western (mostly US), Israeli, Mexican, and Japanese cohorts. An instrument with 58 questions, including several open-ended items, allowing 318 respondents to tell their "stories" as online learners, was disseminated online in late 2008-early 2009. This research study attempts to better understand how students engage in online learning in terms of interacting with the medium and materials, with the instructor, and with one another. Also, with four distinct cohorts, representing four countries and cultures, there is some value in determining if there might be certain differences between these learner populations that are driven primarily by cultural orientation. The study revealed that the majority of respondents rated their satisfaction with their online learning to be positive. The findings further reveal that these cohorts produced a diverse list of positive/negative aspects influencing satisfaction/dissatisfaction, identified items critical to being a successful online learner, as well as challenges in their online learning environment. The majority indicated that success as online learners ultimately depended more on self-determination than on institutional support. Summary findings and analyses presented here provide evidence of some commonalities across groups and reveal experiences and opinions that can contribute to formulating a set of competencies useful to both online learners and providers.

Factors driving learner success in online professional development

“…All those learning activities were input into a Microsoft Excel sheet to calculate the total number for each learning activity. As shown in Figure This factor was actually in line with what previous researchers (Boyd, 2004;Beaudoin, Kutz, & Eden, 2009) found in their studies. Second, they understand that they need to complete the course because it is their school administrators' expectation.…”

“…There is less evidence of student-oriented analysis such as online student behaviors, performances, attitudes, or preferences (Beaudoin, Kutz, & Eden, 2009). Sharing similar viewpoints, Coates (2006) maintains that, despite the proliferation of studies into online education in the past decade and widespread levels of adoption, most research has focused on financial, technical, and administrative aspects of these learning systems.…”

Teaching Presence in Online Education: From the Instructor's Point-of-View

“…Based on previously mentioned research (Beaudoin, Kurtz, & Eden, 2009;Mupinga, Nora, & Yaw, 2006;Sheridan & Kelly, 2010), this is a part of online teaching that students find important. One of the goals in this research was to increase presence through increased feedback, and students commented on feedback/guidance in all areas of communication.…”

“…These items touched on topics such as instructor availability, communication and feedback, and whether or not the instructor taught the course effectively. It is interesting that the one criterion that was significant relates to the literature that demonstrates that students find content organization important (Beaudoin, Kurtz, & Eden, 2009;Sheridan & Kelly, 2010). The organization of the course can allow for more flexibility for students because they know the expectations of the course and are able to complete the tasks in a manner that is suitable for them.…”

“…There is not a strong indication that students need a personal connection with the instructor; rather, the literature demonstrates that students enter the online world because it is suitable for independent learners because it offers a delivery format that is convenient, flexible, anonymous, and immediately accessible (Mupinga, Nora, & Yaw, 2006). Beaudoin, Kurtz, and Eden (2009) listed elements of online experiences that influenced satisfaction among Western students, and these included content and organization, convenience and flexibility, online interaction, and instructor's role, especially in providing feedback. Sheridan and Kelly (2010) found the indicators of instructor presence that were most important to students were clear course requirements, responsiveness to students' needs, timeliness of information, and instructor feedback.…”