Online versus on-campus instruction: Student attitudes &amp; perceptions

Beard, Lawrence A.; Harper, Cynthia; Riley, Gena

doi:10.1007/bf02763579

Cited by 35 publications

(22 citation statements)

References 3 publications

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“…Learners in a study by Osgerby (2013) had positive perceptions of blended learning but preferred face-to-face with its step-by-stem instruction. Beard, Harper and Riley (2004) shows that some learners are successful while in a personal interaction with teachers and peers thus prefer face-to-face in the blend. Beard however dealt with a comparison between online and on-campus learning while our study combines both, singling out the face-to-face part of the blend.…”

Section: Blended Learning Design Featuresmentioning

confidence: 99%

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

Kintu

Zhu

Kagambe

2017

Int J Educ Technol High Educ

493

311

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This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.

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Section: Blended Learning Design Featuresmentioning

confidence: 99%

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

Kintu

Zhu

Kagambe

2017

Int J Educ Technol High Educ

493

311

View full text Add to dashboard Cite

show abstract

“…For example, during the interviews, students reported that they expected more teacher/tutor involvement and guidance. Other studies (e.g., Beard et al 2004) also reported that students expressed concerns about the lack of instructor Chinese students in an e-learning environment 231 interaction when they were involved for the first time in an e-learning course format. Furthermore, although the quantitative data indicated less positive perceptions of the innovative e-learning environment by these Chinese students, our interview results revealed that more than one-third of the students reported explicitly positive experiences with the e-learning environment.…”

Section: Perceptions Of the E-learning Environmentmentioning

confidence: 99%

Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

Zhu

Valcke

Schellens

et al. 2009

Asia Pacific Educ. Rev.

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This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous 'task-based' online group discussion. The purpose of the study is to understand Chinese students' perceptions of a collaborative e-learning environment and the factors that affect their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester e-learning experience. In addition, we examined variables that might have affected students' performance in e-learning environments. The results show that students with higher motivational orientations perform better in the online group discussions.

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“…On the one hand were researchers arguing that online learning media offer interaction opportunities that are rich and meaningful to students (Oren, Mioduser, & Nachimias, 2002;Anderson, 2002;Walther, 1992;Walther & Burgoon, 1992). On the other hand, however, the early predominant position of the educational research community was that text-based online forums were not capable of supporting educational interactions as well as traditional, face-to-face classes (Beard, Harper & Riley, 2004;Simmons, Jones, Jr., & Silver, 2004). As this debate has evolved, a dichotomy has emerged within the literature between interaction for purely academic or content-specific purposes, commonly referred to as "discussion," and non-content or "social" interaction (Swan, 2001).…”

Section: The Role Of Interactionmentioning

confidence: 99%

“…Through online courses and degree programs, say proponents, students can pursue degrees who are unable to access the traditional classroom because of geographic barriers or because work and family obligations prevent it (Beard, Harper, & Riley, 2004;Yatrakis & Simon, 2002;Bocchi, Eastman, & Swift, 2004;Newman, Callahan, & Gallagher, 2002;Kaplan, 1999). The online learning boom has not been without its critics, however, as colleges and universities have collectively leapt onto the online bandwagon.…”

Section: Introduction the Growth And Context Of Online Learningmentioning

confidence: 99%

AMP: A tool for characterizing the pedagogical approaches of MOOCs

Swan¹,

Day²,

Bogle³

et al. 2014

e-mentor

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Online instruction has become part of the core of higher education and a voluminous literature has developed establishing that online instruction is just as effective as face-to-face learning. Simultaneously, however, pervasive reports of isolation and attrition among online learners, attributed to the presumed inability of online classes to support the substantive social interaction and sense of community among learners, have led some to conclude that online learning is not suitable for students who highly value interaction and who cannot function well independently. This study, however, explores how innovations in online instructional media and design may heighten interaction and community building among online learners.This study examines how the use of an online virtual environment impacts on student learning experiences in terms of four constructs: Presence, social presence, social interaction, and sense of community. During this ethnography, the online class proceedings of four hybrid classes were observed over the course of three academic terms. The transcripts of the proceedings, some conducted in the virtual environment and some in an asynchronous discussion forum, were subjected to content analysis to examine how the constructs manifested themselves in the virtual environment, how the environment impacted on their manifestation, how they mutually influenced one another, and how they mutually impacted upon student learning experiences. In addition, the researcher conducted interview and focus group sessions with key informants.The results indicated that the MOO demonstrated stronger manifestations of the constructs than did Blackboard, primarily due to the fast-paced, synchronous exchanges and the ability to display slides which the MOO supported but Blackboard could not.The results suggested that the presence and social presence supported by the MOO promoted the growth of social interaction in both forums which, in turn, promoted the development of sense of community among learners which minimized students' sense of isolation and combated attrition. However, the results also established that the use of the virtual environment was not a panacea, and that the manifestation of the constructs was also dependent upon the pedagogy and degree of involvement and investment in the online forum of both the instructor and the students.

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Online versus on-campus instruction: Student attitudes & perceptions

Cited by 35 publications

References 3 publications

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

AMP: A tool for characterizing the pedagogical approaches of MOOCs

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