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ERIC Number: ED547331
Record Type: Non-Journal
Publication Date: 2012
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-4422-6
ISSN: N/A
Student Perceptions of the Relationship between Web-Based Instructional Tools and Perceived Attainment of Intended Learning Outcomes
Parenti, Melissa A.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
With the advent of and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous learning management systems (LMS) that power distance learning platforms requires further evaluation. Therefore, this mixed methods study aimed to address perceptions of the LMS associated with the MAT@USC, the online Master of Arts in Teaching graduate program affiliated with the University of Southern California and their technology partner, 2tor. More specifically, research within this study was designed to assess student perceptions of the abilities of the various asynchronous and synchronous web-based tools found within the LMS to assist in the perceived attainment of academic outcomes. The study included 33 participants enrolled in the MAT@USC distance learning program and residing in locations around the United States and internationally. A post-only Likert scale survey was employed to collect quantitative data related to perceptions of the ability of various web-based instructional tools to assist in the perceived attainment of academic learning outcomes. Descriptive statistics revealed preference for the live synchronous Class Time sessions, live synchronous Chat Pod messaging, and asynchronous ongoing email communication. Two-tailed t-tests and ANOVA results indicated minimal significance related to prior online experience, attendance in technology trainings, and favored tools in core and pedagogy courses. Additionally, qualitative feedback related to each tool was gathered via an open-ended response portion of the survey, as well as through observations of twenty-one recorded Class Time sessions. The qualitative findings within this study were consistent with the research detailing the benefits of clarification and immediacy of feedback in the online learning setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California