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ERIC Number: EJ838505
Record Type: Journal
Publication Date: 2008-Nov
Pages: 8
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-8756-3894
The Quality of a Web-Based Course: Perspectives of the Instructor and the Students
Shieh, Ruey S.; Gummer, Edith; Niess, Maggie
TechTrends: Linking Research and Practice to Improve Learning, v52 n6 p61-68 Nov 2008
Teaching online is different from teaching in a traditional classroom in terms of pedagogical approaches and intensive use of communication technology (Zhao, 2003). However, online instructors are inclined to maintain a component of face-to-face teaching in their online modules, using materials and methods that might have worked in a classroom setting but do not necessarily work effectively in the online situation. Many educators and researchers have been concerned with the quality of online education. Hara and Kling (2000) attributed students' distress to the instructors' misperception of their needs, a situation that is complicated by students' diverse expectations of the online course (Motteram & Forrester, 2005). Obtaining voices directly from participants by interviewing faculty members as well as students, in addition to analyzing online materials and discussion statements posted in the discussion forum, would help better identify issues embedded in implementing a quality online course. This study focuses on the perspectives of the instructor and the students on the quality of a web-based course. It reports on the instructor's intentional and actual teaching perspectives and also examines student learning experiences in order to disclose possible discrepancies between what the instructor practices and what the students experience. The research context of this study is an undergraduate core course--a lower-level, web-based distance course, entitled "Women: Self and Society". The findings of this study are discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A