Students’ Perceptions of Online Learning: A Comparative Study

Abstract

Executive SummaryIn search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a "blend" of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students' perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative.These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students' attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater insight into which factors promote e-learning success.

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

“…In addition to SES, we also investigate gender differences in perceptions of e‐learning systems. Results of prior studies on gender effects in perceptions and satisfaction with online learning are mixed; some find no differences between genders (Hill & Chidambaram, 2000; Koohang & Durante, 2003; Smart & Cappel, 2006), and others find that gender does play a role in students’ perceptions of online courses (Sullivan, 2001; Womble, 2008; Tanner et. al., 2009).…”

“…Students’ perceptions of the differences between online and traditional classes vary across demographic groups (Aggarwal & Bento, 2000; Rea et al, 2000; Tanner, Noser, & Totaro, 2009). These differences are a concern to educators as perceptions and attitudes greatly influence students’ motivation and ability to learn as well as their comfort with online learning (Howland & Moore, 2002; Koohang & Durante, 2003; Smart & Cappel, 2006). One suggested cause for differences in students’ perceptions of online learning are individual characteristics such as gender, Internet experience, major, first language, year in college, learning style, computer self‐efficacy, online learning experience, and age (Tanner, Noser, Fuselier & Totaro 2004; Barakzai & Fraser, 2005; Smart & Cappel, 2006; Ong & Lai, 2006; Arbaugh & Rau, 2007; van der Rhee et al, 2007; Simmering, Posey & Piccoli, 2009; Tanner et.…”

Adopting a Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research Study

“…As hybrid courses become more popular, research is accumulating on the positive outcomes from using the approach, but less has been published about how faculty design and teach blended courses [21]. According to Smart and Cappel [26], what is known about effective learning should be the "starting point" for designing blended instruction. They emphasize the importance of selecting technology tools that make learning activities more authentic, enable students to become more active in their learning, and require students to interact with others and engage in critical or deeper-level thinking.…”

Teaching of anatomical sciences: A blended learning approach

“…There is no one standard approach for a blended course; however, regardless of blend format, the course design must consider the following key elements of effective blended learning (Martyn, 2003;Smart and Cappel, 2006;Lin, 2007;Kenney and Newcombe, 2011;Deschacht and Goeman, 2015):…”