John Huss and Shannon Eastep Company LOGO Need for study Growth - - PowerPoint PPT Presentation

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John Huss and Shannon Eastep

Research on Students' Attitudes toward Online Learning and Instructor Presence

Need for study

• Growth of online instruction increased from

1,130 students taking at least one online course in 2005 to 4,695 in the fall of 2012.

• Number of online courses offered has grown

from 82 in 2005 to 481 in 2012 (Educational Outreach, 2013)

Background of study

• Target = all students who took an online

course in Fall 2012

• Electronic survey sent to 4,695 across

University campus

• Received 1,085 returned questionnaires
• 748 provided narrative, detailed feedback to
• pen-ended questions.
• Coded the narrative responses for themes

and patterns.

Status of Respondents

Classification Response

Has taken 1 or more

• nline classes, but also

takes face to face classes 723 (66.7%) Fully online 323 (29.8%) Other 38 (3.5%)

Age of Respondents

Age Range Response

18-22 346 (32%) 23-29 259 (24%) Over 30 476 (44%)

Gender

Gender Response

Male 224 (20.8%) Female 854 (79.2%)

Undergrad/Graduate

Level Response

Undergraduate 812 (75.5%) Graduate 264 (24.5%)

College Affiliation

College Response

College of Arts and Sciences 255 (23.6%) College of Health Professions 224 (20.7%) College of Informatics 200 (18.5%) College of Education and Human Services 198 (18.3%) College of Business 138 (12.8%) College of Law 0 (0%) Undecided 65 (6.0%)

Comfort with Technology

Comfort Level Response

1-3 27 (2.5%) 4-7 322 (29.8%) 8-10 730 (67.7%)

Reason for Taking Online Class

Students were asked the reason as to why the students chose to take an online course.

Reason Response

Face-to-face did not fit schedule

• r was not an option

503 (47.6%) Strictly convenience 389 (36.8%) I learn best in online environment 81 (7.7%) None of the above 84 (7.9%)

Instructor Update Preferences

Preference Response

E-mail 751 (71.2%) Text 42 (4%) Announcements 221 (20.9%) Audio Message 10 (.9%) Other 31 (2.9%) For class updates, how would you most like to hear from your online professor?

E-mail Response Time

Students were asked to give their opinion as to the “promptness with which they believe an instructor of an online class should respond to an email.”

Promptness Response

Within 24 hours 446 (42.2%) Within 12 hours 299 (28.3%) Within a few hours 226 (21.4%) Within 1-2 days 85 (8.0%)

Grading and Returning Scores

Promptness Response

4-7 days after submitting assignment 522 (49.6%) 1-3 days after submitting assignment 481 (45.7%) 8-10 days after submitting assignment 50 (4.7%)

How quickly should assignments/exams be graded and scores posted back to the student?

Instructor Communication

Frequency Response

Several times a week 500 (47.4%) Weekly 489 (46.4%) Daily 65 (6.2%) Students were asked to consider how often an instructor should communicate with an online class.

Instructor Voice/Video Messages

Preference Response

Yes 656 (62.2%) No 240 (22.7%) Never experienced this 159 (15.1%) Does seeing a video message or hearing an audio message from your instructor help you to feel more connected to your

• nline professor?

Use of Voice Narrated Tutorials

Preference Response

Yes, I like the addition of tutorials 621 (59%) No, this does not aid in my learning 187 (17.8%) I never used tutorials in a course 244 (23.2%) Does the use of tutorials (voice narrated how-to videos) help you to better understand the technology or content being taught?

Course Pacing for New Content

Preference Response

More than once per week 150 (14.6%) Weekly 797 (77.8 %) Every two weeks 78 (7.6%) In terms of pacing an online course, how often would you like new content to be available?

Working Ahead

Preference Response

Yes, I’d like to work ahead 791 (75.3%) No, keep pace with the class 194 (18.5%) Not sure 66 (6.3%) As an online student would you like the option to work ahead past the current week of material?

Course Being Designed for Tablets

Preference Response

Yes, I do work on other devices 470 (44.7%) No, I do my work primarily on a traditional computer/laptop 461 (43.8%) Not sure 121 (11.5%) Are you interested in more components of an

• nline course being designed for tablets (Ipads etc)

and Smart Phones?

Interacting with Classmates

Preference Response

Very important 101 (9.6%) Somewhat important 419 (39.9%) Not very important 530 (50.5%) How important it is to you that you interact with your classmates on a regular basis in an online class?

Type of Interaction with Classmates Preferred

Type of Interaction Response

Small group discussion board 722 (68.8%) Large class discussion board 596 (56.8%) Small group projects 281 (26.8%) Voice generated discussions 109 (10.4%) Real-time video interaction 86 (8.2%) Video generated discussions 38 (3.6%) Other 120 (11.4%) Students were asked to choose 3. Many of the “other” comments said “none”.

Positive Student Feedback Related to Technology Usage

Indicators Examples

 Tutorials  Audio lectures  Video lectures  Tegrity  Using technology for multiple learning styles  VoiceThread  “My professor used video messages. It helped to make my first online experience more humanizing”  “Audio content is very helpful in explaining class materials”  “There are instructional videos with audio lecture and power point slide. These are helpful for me as a visual/audio learner”  “Having audio lectures is a great addition”  “Recorded lectures with professor’s voice that students can listen to at their own leisure”  One professor did a very nice job of explaining material via video. It was almost like being in a class on campus”

Positive Student Feedback Related to Instructor

Indicators Examples

 Organized  Prompt and frequent e-mails  Providing good assistance when needed  Good feedback for assignments  Prompt grading  Sends reminders  Daily/Weekly communication  “The professor will do reminders before any assignments are due, so it helps you to remember to do your class assignments”  “A professor’s organization skills are the most important aspect of a successful online class.”  “Assignments were graded in a timely manner and I was able to gauge how I was doing in the class”  “I think weekly communications from the instructors is very important. It lets me know that they are there it help us”.  “I think it’s important for the instructor to outline the expectations we should have of him/her regarding feedback, contacting and grading”  “The teacher sent us out emails at the beginning of every week reminding us of our assignments for that week and always e-mailed back with 24 hours.”  “In order for an online class to be successful the instructor needs to be organized and thorough with the delivery of information“

Positive Student Feedback Related to Miscellaneous Factors

Indicators Examples

 Convenience/Flexibility  Ability to work ahead  Organization of modules  Clear directions and expectations  No major changes throughout the semester  Clear and detailed syllabus  Consistency in times for content and assignment due dates  To do lists provided  “The freedom and independence associated with online classes is what allows me to be successful in online

• classes. I can work when I want, at the pace I want”

 “Convenience---I live 50 miles away from campus”  “Course content is posted the same day every week and all assignments for the week are due the same day each week”  “The material is organized and the expectations are clearly defined”  “I had one assignment due each week, on the same day and due at the same time. This format got you into a routine and was easier to keep up with.”  “I like it when the classes are easily laid out on Blackboard in week-by-week folders with To Do Lists at the top so I know what I need to accomplish each week”  “The instructions are clear and concise”  “Clear instructions and expectations up front and a consistency with those expectations week to week”.

Negative Student Feedback Related to Technology

Indicators Examples

 No instruction, just e-resources  Blackboard issues  Large Discussion Boards  Opening files  No interactions (voice/audio) – only PowerPoint  MAC compatibility issues  “No video/audio presentations – just handouts to try to understand difficult contents”.  “Teacher had videos, but just read through PowerPoint. Very dry monotone

• voice. Videos were not helpful at all”.

 “Several professors simply use PowerPoint presentations with no audio, video or even notes attached instead of lecture.”  “No videos or audio recordings like the classroom environment”

Negative Student Feedback Related to Instructor

Indicators Examples

 Lack of communication/due dates/expectations  Slow posting of grades  Slow e-mail responses  No feedback  No professor interaction in the course  “Frustration at times from lack of response by professors and delays in posting assignments and then expecting quick turnaround time to submit”.  “Sometimes it took several weeks to get grades”  “The teacher gave no guidance for assignments and expectations”  “Not only was the professor unorganized, he did not grade any assignments for the first three weeks”.  “Professor did not keep up with grading or comments and didn’t respond to e-mails. Felt disconnected and we didn’t know our grades until the end of the class”  “Professors who don’t respond to emails and don’t post grades for specific assignments until weeks later.”  “An unsuccessful online class that I have been a part

• f involves lack of involvement of the teacher”

Negative Student Feedback Related to Miscellaneous Factors

Indicators Examples

 Group projects  Disorganization of content  Only reading quizzes/tests as a means to assess  Do not want synchronous work  Cost of online classes  “Group projects should never be done in an online class”  “One class put us in groups of 4-5. Really bad for an online class especially when most people take online classes for scheduling reasons”  “Nothing is more frustrating than having directions for one assignment in several different spots, and each one says something a little different”.  “Not having the syllabus with assignments and due dates posted”  “…the blackboard site for the class was very unorganized”  “Group projects are logistically difficult, if not impossible”  “…the grade was based entirely on tests, with no discussion, no assignments, no professor feedback”  “Group projects are a disaster and not a good idea for online learning formats”  “…failure to organize the navigation buttons…”  “Too many tabs on Blackboard makes it confusing to find the information you’re looking for”  “Vague or confusing instructions on assignments/projects will lead to a frustrating online class”

Conclusions

• What does this mean for online education?

 Professor engagement  Prompt/timely replies to students  Strong course organization/navigation  Engaging learning materials  Use of audio/video components