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

Research on Students' Attitudes toward Online Learning and Instructor Presence John Huss and Shannon Eastep Company LOGO

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 open-ended questions.  Coded the narrative responses for themes and patterns.

Status of Respondents Classification Response Has taken 1 or more 723 (66.7%) online classes, but also takes face to face classes 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 503 (47.6%) or was not an option Strictly convenience 389 (36.8%) I learn best in online environment 81 (7.7%) None of the above 84 (7.9%)

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

E-mail Response Time S tudents 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 How quickly should assignments/exams be graded and scores posted back to the student? 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%)

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

Instructor Voice/Video Messages Does seeing a video message or hearing an audio message from your instructor help you to feel more connected to your online professor? Preference Response Yes 656 (62.2%) No 240 (22.7%) Never experienced this 159 (15.1%)

Use of Voice Narrated Tutorials Does the use of tutorials (voice narrated how-to videos) help you to better understand the technology or content being taught? 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%)

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

Working Ahead As an online student would you like the option to work ahead past the current week of material? 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%)

Course Being Designed for Tablets Are you interested in more components of an online course being designed for tablets (Ipads etc) and Smart Phones? Preference Response Yes, I do work on other 470 (44.7%) devices No, I do my work primarily on 461 (43.8%) a traditional computer/laptop Not sure 121 (11.5%)

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

Type of Interaction with Classmates Preferred Students were asked to choose 3. Many of the “other” comments said “none”. 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%)

Positive Student Feedback Related to Technology Usage Indicators Examples   “My professor used video messages. It Tutorials  Audio lectures helped to make my first online experience  more humanizing” Video lectures   “Audio content is very helpful in explaining Tegrity  class materials” Using technology for multiple learning  “There are instructional videos with audio styles  VoiceThread 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   “The professor will do reminders before any Organized  Prompt and frequent e-mails assignments are due, so it helps you to remember to  do your class assignments” Providing good assistance when needed   “A professor’s organization skills are the most Good feedback for assignments  important aspect of a successful online class.” Prompt grading   “Assignments were graded in a timely manner and I Sends reminders  was able to gauge how I was doing in the class” Daily/Weekly communication  “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   “The freedom and independence associated with online Convenience/Flexibility  Ability to work ahead classes is what allows me to be successful in online  classes. I can work when I want, at the pace I want” Organization of modules   “Convenience --- I live 50 miles away from campus” Clear directions and expectations   “Course content is posted the same day every week and No major changes throughout the semester all assignments for the week are due the same day each  week” Clear and detailed syllabus   “The material is organized and the expectations are clearly Consistency in times for content and defined” assignment due dates   “I had one assignment due each week, on the same day To do lists provided 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 video/audio presentations – just No instruction, just e-resources  Blackboard issues handouts to try to understand difficult  contents”. Large Discussion Boards   “Teacher had videos, but just read Opening files  No interactions (voice/audio) – only through PowerPoint. Very dry monotone voice. Videos were not helpful at all”. PowerPoint   “Several professors simply use MAC compatibility issues PowerPoint presentations with no audio, video or even notes attached instead of lecture.”  “No videos or audio recordings like the classroom environment”