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ERIC Number: ED567526
Record Type: Non-Journal
Publication Date: 2014
Pages: 103
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3104-1
Enhancing Online Teaching and Learning from Students' Perspectives
Edwards, Francisca
ProQuest LLC, Ph.D. Dissertation, Capella University
The vast growth of technology has brought about new ways of learning. Distance learning has evolved over the years and, due to the growth of the Internet, has presented itself to be a growing phenomenon. Distance learning changed the way educational institutes and organizations train, learn, and do research. Past studies have shown academia's point of view; however, this study seeks to discover learners' perception on the quality of online courses by comparing it to face-to-face instruction in the categories of knowledge received, communication, critical thinking, and becoming more self-directed. Higher educational institutions are embracing distance learning and are increasing online course offerings. A growing need exists for students' feedback as educational planners consider what technologies and investment need to be incorporated into their institutions. The purpose of this study is to examine if students perceive their online learning experience to be as viable as face-to-face courses. Survey Monkey, an online database, randomly collected data for the study. The participants in the study received a two-part online survey using a five point Likert-type scale developed by Gottwald (2005). Included in the survey were demographics, which covered age, gender, educational level, and employment status. Data was collected from 235 participants enrolled in courses online (n = 127), Hybrid (Online and Traditional) (n = 76), and Traditional (n = 32) over two consecutive semesters, Spring and Summer 2013, at a single university. The results of this study indicate that online learning prepares students for life after education. Students perceive that they are receiving the same education in online course rooms as in traditional course rooms. However, chat session showed little or no significant differences. Students showed a higher satisfaction with the online learning styles, faculty responsiveness, and satisfaction with instructors. The findings suggest that students have a positive attitude towards online learning. Limitations in this study should not be generalized to all universities because it was conducted at one university. Further research into finding differences by gender and age needs to be examined. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A