Download or read book Perceptions of Quality in an Online Learning Environment written by April Michele Adams and published by . This book was released on 2017 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study investigated the faculty perception of quality in online courses. The areas considered were media richness, interaction, synchronism, self-efficacy, online teaching experience, and education level. Participants included members of three online Yahoo groups that were designed for online faculty members. There were 510 total members surveyed with 203 respondents for a response rate of 39.8%. The study was conducted during the spring semester of 2009. Of the six research questions four were supported. Media richness, interaction, and self-efficacy were related to perceived quality. Media richness explained a total of 7.9% of the variability in faculty ratings of perceived online course quality. The results for interaction indicate that a relationship was not found between interactions with students in general and perceived quality of the online course by faculty, however, a significant relationship was found between several of the individual interaction items and the quality items. The self-efficacy variable explained 30.6% of the variability in faculty ratings of perceived quality. Online teaching experience was related to perceived quality when controlling for course variables. Synchronism and faculty education level were not related to perceived quality. Conclusions based on the findings indicated that to increase faculty perception, course developers should focus on building classes with rich learning environments, creating feelings of perceived quality, and fostering commitment to the classroom. Courses that have media rich content convey the message to the student better than courses without the inclusion of such content. Interaction is the cornerstone of online learning so multiple modes of interaction are necessary in online courses. Having self-efficacy allow the faculty to accomplish their goal, handle unexpected events, find solutions to problems, and handle whatever might occur in the respective courses. Allowing faculty members to upload media rich information for future courses could add value to the course. Selecting a Learning Management System that allows for a highly interactive classroom is important to faculty members. Future research studies should evaluate the capabilities of additional constructs as determinants of perceived quality from the faculty perspective.

Download or read book Handbook of Research on Building Growing and Sustaining Quality E Learning Programs written by Shelton, Kaye and published by IGI Global. This book was released on 2016-09-12 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. Now that many institutions have implemented e-learning programs as part of their course offerings, it is essential for these institutions to fully grasp how best to facilitate continued improvements and accessibility in online education. The Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs highlights several significant elements of e-learning, including program planning, quality standards, and online course development, as well as institutional, student, and faculty support. Serving as a critical resource for online and hybrid learning programs, this publication is designed for use by administrators, educators, instructional designers, and doctorate-level students in the field of education.

Download or read book Student Perceptions Of Quality Learning Experiences In Online Learning Environments written by Jamie Rhoads and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the COVID-19 global pandemic, the higher education undergraduate student body and the structure of course offerings have drastically changed. As we continue to transition from emergency remote courses to quality online learning experiences, we must respond thoughtfully as well as empirically. The purpose of this study was to examine quality learning experiences as perceived by students in online courses and use the new knowledge generated to add to current research and enhance practice. Through qualitative data collection, I intended to answer the following research questions: (a) What do students perceive as quality learning experiences in their online courses? and (b) How can understanding the student experience and perception of quality in their online learning environments improve course development procedures in online courses? Eight participants were interviewed regarding their experiences of quality in online courses. Results of the study determined Barriers, Interaction, Structure, and Community are the themes that students identify when defining quality online learning experiences. It was also indicated that students were more satisfied with their high quality online learning experiences. Implications and recommendations for improved practice and action steps are also provided. The researcher contends that these findings demonstrate the need to systematically build quality into online courses, which will offer students better learning experiences.

Download or read book The Perception of Quality in Online Learning and Its Impact on Retention written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education has become a major component in higher education and is no longer viewed as something students choose only when it is impossible to take a course in a traditional setting. Student perception of the quality of online learning is a prominent component of an online course. However, it is not the only component to consider, as various factors could contribute or present barriers to a student’s perception of quality, impacting retention in online learning. Understanding students’ perceptions regarding online learning and the factors that contribute to their experiences will ultimately lead to improvements in online learning systems and practices. This qualitative, single descriptive case study explored how graduate students perceive quality in online learning and the impact those perceptions could have on retention based on the factors that influenced their experiences. Data were collected using an online questionnaire and a semi-structured interview. The participants were selected from a private university in northeast Georgia and were online graduate nursing students. The results of this study reflected what graduate nursing students perceive as important factors necessary to improve the quality of online learning. The results showed several contributing factors that would impact retention in online learning. Majority of the participants expressed the need for improvement in teaching strategies that could improve online learning. Participants communicated the importance of engaging students to reduce the feeling of isolation, thus maintaining or increasing the possibility of retention in online programs.

Download or read book Ensuring Quality Education and Good Learning Environments for Students written by Ana B. Bernardo and published by . This book was released on 2021 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing-learning processes in our classrooms.

Download or read book eLearning for Quality Teaching in Higher Education written by Nan Yang and published by Springer Nature. This book was released on 2020-04-20 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers’ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers’ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers’ perception of quality teaching in Italy, the UK and China – an aspect that is rarely addressed in the literature – and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.

Download or read book Higher Education in the Face of a Global Pandemic written by Emnet Tadesse Woldegiorgis and published by African Higher Education: Deve. This book was released on 2022 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students' learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes"--

Download or read book Principles of Effective Online Teaching written by Nicole A. Buzzetto-More and published by Informing Science. This book was released on 2007 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Cases on Building Quality Distance Delivery Programs Strategies and Experiences written by Huffman, Stephanie and published by IGI Global. This book was released on 2010-12-31 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning"--Provided by publisher.

Download or read book Assessing Quality Dimensions and Elements of Online Learning Enacted in a Higher Education Setting written by Dawn M. Hathaway and published by . This book was released on 2009 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study described how online learning is enacted in a university setting by addressing what university students reported about their perceptions of the quality of their learning in online environments and what university students reported about the ways in which online learning experiences were enacted across a large university. Using literature related to theories of teaching and learning as well as research-based elements of online design, a theory of online learning quality was developed that included six dimensions of quality interactions (instructor-learner, learner-learner, learner-content, learner-instructional strategies, learner-interface, and social presence) A questionnaire to assess the quality of online courses from students' perceptions was created using the theory of online learning quality as a framework. The questionnaire was administered to undergraduate and graduate, full and part time students enrolled in online courses in the Fall 2008 semester at large, comprehensive university located in the metropolitan area of Washington, D.C. Six questions focused this study: 1. What do university students report about the quality of online courses? 2. What do university students report about the frequency with which certain quality elements are used in online courses? 3. Is there a difference in university students' rating of overall online course quality by academic unit, academic load, and academic status? 4. Is there a difference in university students' rating of overall quality in each dimension (instructor-learner, learner-learner, learner-content, learner instructional strategies, learner-interface, and social presence) by academic division, academic load, and academic status? 5. Which quality dimensions contribute to university students' perceptions of overall online course quality? 6. Which quality elements contribute to university students' overall perceptions of quality for instructor-learner interactions, learner-learner interactions, learner- content interactions, learner-interface interactions, learner-instructional strategies interactions, and social presence? Data were analyzed descriptively and statistically. Students' reports about the quality of online courses and the frequency with which quality elements were used were analyzed descriptively. Several hypotheses were formulated and analyzed using ANOVAs and t-tests to determine if differences in students' overall ratings of course quality and dimension quality existed. Multivariable regression analyses were used to determine which dimensions contributed to overall online course quality ratings and which quality elements contributed to overall dimension quality ratings. Data analyses showed that overall online course quality at the University was highly rated by students. Differences existed between the academic divisions for overall course quality rating, for learner-learner interactions, and for social presence. Several commonalities and distinctions were identified between academic divisions regarding overall course quality, dimension quality, and the frequency with which elements of quality were used in online courses. A difference also existed between undergraduates and graduates for overall quality of social presence ratings. Learner-content, learner-instructional strategies, and learner-interface interactions were identified as contributors to students' perceptions of overall online course quality. Several design elements were identified as contributors to overall quality for instructor-learner interactions, learner-content interactions, learner-instructional strategies interactions, learner-interface interactions, and social presence. There were no learner-learner elements identified as contributors to overall quality of learner-learner interactions. Findings from this study provided the basis for several recommendations regarding the design of online learning environments and further research. In addition, a portrait of online learning at the University was crafted from the findings on students' perceptions of overall course quality, overall quality pertaining to each dimension of interaction, and the frequency elements were used in the design of online courses.

Download or read book Student Perceptions of Quality in Online Courses Using the Community of Inquiry CoI Framework written by Barbara Taylor and published by . This book was released on 2016 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: California is in an educational drought and is facing a “college deficit” of college graduates. By 2030, it is anticipated that California will have a 1.1 million shortage of college-educated workers (Diaz, 2015). The struggle is real for people who want to get into college and for those who are in college trying to complete their higher education degree. As learners progress through the higher education system, various obstacles may happen in their lives to derail and divert their path to degree completion. To fulfill that desire, an increasing number of students are taking online courses and/or participating in online degree programs. The number of students taking online courses has increased for the 13th consecutive year (Allen & Seamans, 2016). This puts tremendous pressure on higher education faculty and administrators to demonstrate that online courses are equal to or better than face-to-face courses in terms of quality and student success due to the scrutiny about the quality of online courses by faculty, students, administrators, accrediting bodies, and legislatures. One of the ways to examine the quality of instruction is to evaluate levels of social, teaching, and cognitive presence in online courses. Using the Community of Inquiry (CoI) framework, this study looked at the perceptions of quality from the student viewpoint. The literature review revealed there is little research that looks at quality through the lens of a student. This is the first study to investigate all three elements of the Community of Inquiry (CoI) framework operationalized through the California State University (CSU) Quality Online Learning and Teaching (QOLT) instrument. The survey instrument measures undergraduate student perceptions of social, teaching, and cognitive presence in addition to accessibility, technology, and user support elements. The data from the 113 participants matriculating at a mid-sized, four-year university indicate that undergraduate students perceived the courses with all three elements of social, teaching, and cognitive presence to be high quality courses. The data from a single undergraduate instructor illustrates the importance of developing student-focused courses with social, teaching, and cognitive presence. Limitations, implications, and areas for future research are presented. Keywords: cognitive presence, community of inquiry, quality assurance, quality online learning and teaching, social presence, student perceptions, teaching presence.

Download or read book Quality Assurance and Accreditation in Distance Education and e Learning written by Insung Jung and published by Routledge. This book was released on 2012-04-05 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Quality assurance (QA) in open and distance learning (ODL) can be a contentious issue. Some argue that it should be judged by the same criteria and methods as face-to-face education, while others claim that it is so different in its organization, enrolments and operations that conventional QA mechanisms cannot apply. Some advocate the use of specific guidelines and standards for e-learning; others believe that, regardless of the technology, the basic principles of quality teaching and learning should apply. Providers who have enjoyed freedom from external scrutiny may resist attempts at external regulation and auditing and look upon QA as yet another imposition of corporatization and bureaucracy on education. Others see it as a means of establishing a culture of quality, self-reflection and self-improvement. There is little research-based literature to guide policy-makers, managers and practitioners in applying QA in education and training to ensure the right balance is found between accountability and autonomy, as well as assuring quality for the time and costs involved. In this respect, Quality Assurance and Accreditation in Distance Education and e-Learning is a book that is long overdue. It explains what is involved in QA and accreditation in education. It describes and analyzes applications of these practices in open, distance, dual-mode and conventional universities throughout Europe, North America, Africa, and the Asia-Pacific, looking at open schooling, e-learning in conventional schools, non-formal adult and community education, and corporate and small-to-medium enterprises. Quality Assurance and Accreditation in Distance Education and e-Learning is edited and authored by experts with extensive international experience in ODL, e-learning and QA who give careful consideration to the possibilities and challenges involved. The book will be an invaluable guide for all policy-makers, managers, practitioners and researchers in the field.

Download or read book Technology Rich Learning Environments written by Myint Swe Khine and published by World Scientific Publishing Company. This book was released on 2003-08-27 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proliferation of information and communication technology tools in recent years has led many educators to revise the way they teach and structure their learning environments. The growth of technology applications in teaching and training is not only gaining momentum, it is becoming a significant part of today's educational scene. This book presents research and case studies to explain how these technology-rich learning environments can be structured and positive results can be achieved. The authors, based on their extensive research data present the pedagogical and organizational implications of technology-rich learning environments and, more importantly, they provide practical models, ideas and exemplars for educators to actualize the full potential of technology in the future.

Download or read book Geo economic Perspectives in the Global Environment written by Faisal Ahmed and published by Taylor & Francis. This book was released on 2022-12-30 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Covid-19 pandemic brought about significant changes in the world order. It not only reshaped the global geopolitical architecture but also created newer challenges and opportunities for international trade and businesses. This book deliberates on these new global realities through a multidisciplinary perspective. It delves into various key issues pertaining to finance, infrastructure, policy, geostrategy, and entrepreneurship in the Indian context. The volume discusses themes such as geostrategic shifts and their impact on the Indo-Pacific region, the effects of Covid-19 on international and economic security, India-China bilateral ties, FDI spill over on domestic firms, entrepreneurship education in India, and the Thai Canal project. Rich in insights on various geo-economic perspectives that continue to shape the global business environment, the book will be useful for students and scholars of sociology, business management, business economics, international trade, geopolitics, international relations, political sociology, and political studies. It will serve as a useful reference for academics, researchers, think tanks, industry professionals, and policymakers.

Download or read book An Intrinsic Exploratory Case Study Instructors and Graduate Students Perceptions of Community Engagement Quality Factors Within a Selected Hybrid Program at a Private University written by Samantha C. Mercanti-Anthony and published by . This book was released on 2014 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods exploratory single case study examined instructors' and graduate students' perceptions of the factors that support high quality student engagement in hybrid learning communities in selected doctoral courses at a private university. The purpose of this study was to analyze the graduate student and instructor perceptions of the factors that support high quality student engagement in hybrid learning communities so that a framework for high quality student engagement could be developed. The literature review was designed to review the faculty and student perceptions of the online learning constructs within the engagement theory. These constructs are connected to the quality components of online learning, and the perceptions reflect both student and instructor perceptions of quality. The study showed that instructors and students within the hybrid-learning environment positively perceived the components connected to a quality fully online learning environment. Moreover, the study showed that team building to create a cohesive positive cohort was paramount for students' perceptions of their program. Lastly, the study showed that the role of the instructor was at times constrained in the course due to the pre-loaded content and the role of the student required more ownership to engage the content.

Download or read book The Principal as Technology Leader written by Theodore Creighton and published by Corwin Press. This book was released on 2003 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an engaging style, the author--founder of the Idaho Administrative Technology Leadership Center--explores the complexities of change and implementation of technology in schools.

Download or read book Proceedings of the 2023 2nd International Conference on Educational Innovation and Multimedia Technology EIMT 2023 written by Chew Fong Peng and published by Springer Nature. This book was released on 2023-07-04 with total page 1241 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an open access book. As a leading role in the global megatrend of scientific innovation, China has been creating a more and more open environment for scientific innovation, increasing the depth and breadth of academic cooperation, and building a community of innovation that benefits all. Such endeavors are making new contributions to the globalization and creating a community of shared future. To adapt to this changing world and China's fast development in the new era, 2023 2nd International Conference on Educational Innovation and Multimedia Technology to be held in March 2023. This conference takes "bringing together global wisdom in scientific innovation to promote high-quality development" as the theme and focuses on cutting-edge research fields including Educational Innovation and Multimedia Technology. EIMT 2023 encourages the exchange of information at the forefront of research in different fields, connects the most advanced academic resources in China and the world, transforms research results into industrial solutions, and brings together talent, technology and capital to drive development. The conference sincerely invites experts, scholars, business people and other relevant personnel from universities, scientific research institutions at home and abroad to attend and exchange!