A Comparison of Faculty and Graduate Students' Perceptions of Engaging Online Courses: A Mixed-Method Study

Autor/inn/en	Gonzalez, Michelle; Moore, Noreen
Titel	A Comparison of Faculty and Graduate Students' Perceptions of Engaging Online Courses: A Mixed-Method Study
Quelle	In: International Journal of Educational Methodology, 6 (2020) 1, S.223-236 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	College Faculty; Graduate Students; Teacher Attitudes; Student Attitudes; Online Courses; Learner Engagement; Educational Environment; Learning Activities; Electronic Learning; Technology Uses in Education; Course Organization; Teaching Methods; Teacher Student Relationship; Peer Relationship; Web 2.0 Technologies; Teacher Role; Asynchronous Communication; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerverhalten; Schülerverhalten; Online course; Online-Kurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Course organisation; Kurskonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Lehrerrolle
Abstract	The purpose of this study was to compare and contrast faculty and graduate students' perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01