Student Perceptions of Online Learning: An Analysis of Online Course Evaluations

Lowenthal, Patrick R.; Bauer, Christine; Chen, Ken-Zen

doi:10.1080/08923647.2015.1023621

Cited by 56 publications

(49 citation statements)

References 25 publications

(36 reference statements)

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“…For instance, after faculty participated in the teaching online seminar, they anticipated lower course evaluation scores when teaching online courses; a decrease of -1.52 from the beginning to the end of the seminar (see Question 4 in Table 9). This result could be due to the fact that faculty participants read the assigned textbook about online teaching, realized the demands of highly interactive online courses in action, and read research on teaching evaluations decreasing when teaching online compared to teaching face-to-face courses (see Lowenthal et al, 2015). Then when asked if they expected the workload of designing and teaching to be higher in online courses than in face-to-face courses, faculty responses increased over the duration of both seminars-meaning that while they expected the workload to be higher, this expectation grew by the end of both seminars.…”

Section: Faculty Confidencementioning

confidence: 99%

“…It is common practice to administer an end-of-course evaluation at the end of a workshop or course to determine learner satisfaction (Lowenthal, Bauer, & Chen, 2015). However, the problem with waiting until the end of the course or workshop to get learner feedback is that once the course is over, it is too late to make any changes and possibly improve the experience for the cohort learners (Dobrovolny & Lowenthal, 2011).…”

Section: Faculty Satisfactionmentioning

confidence: 99%

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Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Chen

Lowenthal

Bauer

et al. 2017

OLJ

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Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution's multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.

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Section: Faculty Confidencementioning

confidence: 99%

Section: Faculty Satisfactionmentioning

confidence: 99%

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Chen

Lowenthal

Bauer

et al. 2017

OLJ

Self Cite

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show abstract

“…Bauer and Chen [53], students' rating of online courses was lower. Jacob [54] stated that if online experience isolation, "they will not benefit from the course" (p. 10).…”

Section: Discussion Of Resultsmentioning

confidence: 89%

Characteristics, Technology Capabilities, and Experiences of In-Service Teachers on the Use of Online/Blended Learning at a Tertiary Institution in Jamaica

Onyefulu¹,

Roofe²

2019

OALib

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Students' success in the online environment seems to be inextricably linked to learner characteristics and experiences related to the use of information and communication technologies. An increasing number of in-service teachers are being encouraged to pursue continuing education via the use of these technologies. This study examined learner characteristics, experiences, and technological capacities possessed by 55 in-service teachers pursuing postgraduate studies using the online/blended learning approach. The paper was also aimed at determining if there are differences in the views expressed by the male and female in-service teachers on learner characteristics, experiences, and technological capacities. Five research questions guided the study. A questionnaire was used to collect data, and descriptive and inferential statistics were used for the analysis. The findings indicated that a majority of the in-service teachers possessed the characteristics and technological capacities needed to succeed in the online learning environment. The findings also showed that most of the in-service teachers had the characteristics needed to do online/blended learning, had basic technology capabilities needed to succeed in an online/blended learning programme, and the in-service teachers had different experiences with the online/blended learning approach. Recommendations were towards making the in-service teachers' experiences more desirable.

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“…Grade inflation though, makes using grades problematic in many programs (Allen, 2005;Johnson, 2006), which leaves many relying heavily on end-of-course evaluations (Rogers, 2003;Vogt & Slish, 2011;Winters & Payne, 2005). While course evaluations are often criticised for not being valid measures of teaching effectiveness, research does suggest that course evaluations are adequate measures of student satisfaction (Lowenthal, Bauer, & Chen, 2015) and research suggests that student satisfaction is important for administrators of online programs to investigate . The problem with using course evaluations to evaluate an entire online program is that they are completed after each course is over and therefore are unable to provide a larger perspective of an online program.…”

Section: Introductionmentioning

confidence: 99%

What do they really like? An investigation of students' perceptions of their coursework in a fully online educational technology program

Trespalacios

Lowenthal²

2019

AJET

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The higher education market space has become increasingly competitive during the past few years. For instance, there are now hundreds of fully online master’s programs in educational technology. Given this increased competition, it is more important than ever for those working in graduate education to understand what students, and specifically those who have graduated from their program, like and dislike about their coursework. We constructed a survey using Rovai’s Classroom Community Scale (CCS) and some additional questions about the easiest, most difficult, and favourite courses to investigate what graduates thought about the coursework of the program they just completed. Results suggest that students in the program prefer courses with practical content, continuous interactions, and hands-on projects; and they dislike courses that are too theoretical. We conclude with implications for practice and additional research.

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Student Perceptions of Online Learning: An Analysis of Online Course Evaluations

Cited by 56 publications

References 25 publications

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Characteristics, Technology Capabilities, and Experiences of In-Service Teachers on the Use of Online/Blended Learning at a Tertiary Institution in Jamaica

What do they really like? An investigation of students' perceptions of their coursework in a fully online educational technology program

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