Group items tagged

A study on how instructor behaviors impact student satisfaction in an online course

conference paper

"Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone."

"Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction… Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in interaction, and course completion rates… Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth."

"Interaction in Online Courses: More is NOT Always Better"

Very interesting hypothesis and findings. Makes you think. Left readers dangling - did not follow up with reasons why more interaction is not always better. A qualitative investigation after the quantitative findings would have provided some insights. Good literature review, but all in favor of interaction! More studies needed to lend support to the findings. A meta-analysis would be valuable.

"This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).

In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence".

Teaching presence vs. social presence

Anchored discussion can provide opportunities to develop all three facets of teacher presence in one activity.

Research on teacher presence in a MOOC

"A Preliminary Investigation of "Teaching Presence" in the SUNY Learning Network"