Integrating students’ perspectives about online learning: a hierarchy of factors

International Journal of Educational Technology in Higher Education

Jesus Canelon¹  Pamela Medina¹  Jing Zhang¹  Yu Liu¹  Montgomery Van Wart¹  Anna Ni¹  Melika Kordrostami¹ 

[1] Development for the JHB College of Business and Public Administration;

关键词: Online education;    Online teaching;    Student perceptions;    Online quality;    Teaching presence;    Cognitive presence;   

DOI  :  10.1186/s41239-020-00229-8

来源: DOAJ

【 摘 要 】

Abstract This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

【 授权许可】

Unknown