The Meaning of Quality in Online/Blended Courses to American and Malaysian Administrators, Faculty, and Students

Abstract

This article compares two studies, investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, teaching strategies, and student support.

Introduction to the Online Nursing Education Best Practices Guide

“…For example, an orientation video can be used to provide the overview of course expectations, demonstrate how to navigate through the course, and the syllabus and course calendar (Martin et al, 2018). This step is critical for student success in the online learning environment (Smidt et al, 2017) and minimizes confusion and frustration (Trammell & LaForge, 2017). Expectations of netiquette should be addressed and emphasized in the orientation as well to promote online civility (Quality Matters, 2018).…”

“…Price et al (2016) advise that attention should be paid to providing appropriate constructive feedback and promoting diverse thinking; learning occurs through debate of ideas and developing a defense for one's position. Interaction on the class discussion board is equally important; making it personalized assures students that their instructor is actively engaged (Smidt et al, 2017). Class discussions that are personal and collaborative contribute to a student-centered environment and create a sense of community (Poll et al, 2014).…”

“…In contrast, the ONE Guide sets the expectation that faculty responses to questions should be within 24 hours and no later than 48 hours ( Howell et al., 2016 ; Martin et al., 2018 ). In addition, feedback on assignments should be provided within seven days ( Martin et al., 2018 ; Smidt et al., 2017 ). Attention to timely feedback supports student learning and more importantly, fosters student satisfaction ( Price et al., 2016 ).…”

Transition to online teaching during the COVID-19 pandemic

“…This approach, through its activity structure, enforces discursive interactions about problems and their solutions. These afford both the necessary presence and communication for effective online learning experiences (Smidt et al, 2017). The advantage of many learner-centered approaches is that they create the necessary contexts for communication and presence that are required online.…”

“…Even teachers came to appreciate the relative advantages of online learning. In fact, other research has shown positive impacts particularly for access to instruction in low socio-economic and developing countries (Smidt et al, 2017).…”