Measuring Student-Faculty Interaction for Nontraditional College Students: A Comparison of Data Collection Tools

Autor/in	Calsolaro Smulsky, Nancy
Titel	Measuring Student-Faculty Interaction for Nontraditional College Students: A Comparison of Data Collection Tools
Quelle	(2012), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Argosy University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Learner Engagement; Educational Environment; Interaction; Electronic Learning; Undergraduate Students; Online Courses; Teacher Student Relationship; Nontraditional Students; Data Collection; Qualitative Research; Benchmarking; Surveys; Student Characteristics; Teacher Characteristics; Educational Quality; Constructivism (Learning); Transformative Learning; Behaviorism; Learning Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Data capture; Datensammlung; Qualitative Forschung; Survey; Umfrage; Befragung; Quality of education; Bildungsqualität; Pädagogische Transformation; Behaviourism; Behaviorismus; Learning theory; Lerntheorie
Abstract	As an online institution of higher education, Excelsior College strives to ensure delivery of high quality online courses leading to student success. A key benchmark for student success is student-faculty interaction (SFI). The decade-old National Survey of Student Engagement (NSSE) measures several benchmarks including student-faculty interaction but was designed with the traditional college student in mind. The purpose of this quantitative study was to explore the quality benchmark of student-faculty interaction (SFI) of nontraditional baccalaureate level college students seeking degree completion through online programs offered at Excelsior College. The research problem was to determine if Excelsior College's 2011 NSSE score for student-faculty interaction would differ if survey items were written in a context consistent with student-faculty interaction in the online learning environment. The same population of Excelsior College students who were invited to participate in the 2011 electronically delivered NSSE were invited to participate in an electronically delivered resurvey using SFI items from Bangert's (2005, 2006) "The Student Evaluation of Online Teaching Effectiveness" (SEOTE) tool. Although both tools are based on Chickering and Gamson's (1987) "Seven Principles of Good Practice in Undergraduate Education," NSSE measured frequency of occurrence for each survey item, while SEOTE measured satisfaction. This study concluded that students feel interactions with faculty are infrequent, but they are satisfied with the actual interaction that does occur. It is recommended that a new survey be developed using one type of response scale; incorporate language and criteria consistent with the online learning environment; and also allow for open-ended, qualitative responses. Appended are: (1) Permission to Use Student Evaluation of Online Teaching Effectiveness Tool; (2) Student-Faculty Interaction Survey Tool; (3) Participant Letter of Consent; (4) Permission to Copy 2011 NSSE Survey Instrument: U.S. Web Version; and (5) 2011 NSSE Survey Instrument: U.S. Web Version. (Contains 7 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10