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Student Perception of Online Instructors at a Florida Public University
Title
Student Perception of Online Instructors at a Florida Public University.
Creator
Ballard, William Willett, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an...
Show moreThe purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00005962
Subject Headings
Distance education--Florida, Public universities and colleges, Online teaching, Student evaluation of teachers
Format
Document (PDF)
IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNING
Title
IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNING.
Creator
Edris, David D., Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects...
Show moreeLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college. The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013607
Subject Headings
College students--Florida, Online learning and distance education, Student success
Format
Document (PDF)
Preparing Florida faculty to teach online
Title
Preparing Florida faculty to teach online.
Creator
Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3166833
Subject Headings
Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format
Document (PDF)
Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period
Title
Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period.
Creator
Johnson, Jacquelyn A., Florida Atlantic University, Bryan, Valerie
Abstract/Description
This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion...
Show moreThis research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12188
Subject Headings
Adult education, Education, Higher--Effect of technological innovations on--United States, Distance education--United States, Community colleges--Curricula--Florida
Format
Document (PDF)