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An investigation on students' perceptions of online course quality and contributing factors for those perceptions.

機譯：對學生對在線課程質量的看法及其影響因素的調(diào)查。

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摘要

As online education has become firmly embedded as a part of the higher education landscape, considerable concerns and problems arise, particularly as it relates to the quality of this mode of instruction. Although the literature regarding online education is expanding, a more indepth and broader review of the factors that may lead to quality online education is needed. Furthermore, in order to provide effective and quality online education, studies on student's perceptions on quality issues should be conducted. Therefore the primary objective of this study is to examine students' perceptions regarding the quality of online courses and to determine the factors that impacted students' perceptions. IHEP Quality benchmarks were employed in this study as the quality standards.; A web-based survey based on teaching/learning, course structure, and student support quality benchmarks was utilized in this study. Peer interactions, feedback from instructors, course structure, and student support were used as predictor variables. A total of 176 responses were received during 2005 summer semester from a southeastern university. By using factor analysis, reliability analysis, and hierarchical multiple regressions to analyze data, results of this study revealed that peer interactions, feedback from instructors, and online course structure were the main factors that impacted students' perceptions on online course quality. Those three factors combined together explained 58% of the variance in students' perceptions. Student support was an influencing but not a statistically significant factor on students' perceptions. Findings of this study will provide valuable information that can serve both online instructors and administrators in providing more effective online education. Recommendations for practice as well as for further research were provided.
機譯：由于在線教育已牢固地嵌入高等教育環(huán)境中，因此引起了很多關注和問題，尤其是與這種教學模式的質量有關。盡管有關在線教育的文獻在不斷增加，但仍需要對可能導致高質量在線教育的因素進行更深入，更廣泛的審查。此外，為了提供有效和優(yōu)質的在線教育，應該對學生對質量問題的看法進行研究。因此，本研究的主要目的是檢查學生對在線課程質量的看法，并確定影響學生看法的因素。 IHEP質量基準被用作本研究的質量標準。在這項研究中使用了基于網(wǎng)絡的調(diào)查，該調(diào)查基于教學/學習，課程結構和學生支持質量基準。同伴互動，來自教師的反饋，課程結構和學生支持被用作預測變量。在2005年夏季學期，東南大學共收到176份答復。通過使用因素分析，可靠性分析和分層多元回歸分析數(shù)據(jù)，這項研究的結果表明，同伴互動，教師的反饋以及在線課程結構是影響學生對在線課程質量的看法的主要因素。這三個因素加在一起解釋了學生認知中58％的差異。學生的支持對學生的看法有影響，但不是統(tǒng)計學上的重要因素。這項研究的結果將提供有價值的信息，這些信息可以為在線教師和管理員提供更有效的在線教育。提供了有關實踐以及進一步研究的建議。

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  • 作者

    Yang, Yi.;

  • 作者單位

    Mississippi State University.;

  • 授予單位 Mississippi State University.;
  • 學科 Education Adult and Continuing.; Education Technology.
  • 學位 Ph.D.
  • 年度 2006
  • 頁碼 143 p.
  • 總頁數(shù) 143
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 成人教育、業(yè)余教育;
  • 關鍵詞

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