Instructor-Learner Interaction in Online Courses: The Relative Perceived Importance of Particular Instructor Actions on Performance and Satisfaction

Autor/inn/en	Dennen, Vanessa P.; Darabi, A. Aubteen; Smith, Linda J.
Titel	Instructor-Learner Interaction in Online Courses: The Relative Perceived Importance of Particular Instructor Actions on Performance and Satisfaction
Quelle	In: Distance Education, 28 (2007) 1, S.65-79 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Virtual Universities; Interpersonal Communication; Guidelines; Course Content; Distance Education; Online Courses; Teacher Student Relationship; Teacher Effectiveness; Learning Experience; Surveys; Comparative Analysis; Perception; Motivation; Student Reaction + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Richtlinien; Kursprogramm; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernerfahrung; Survey; Umfrage; Befragung; Wahrnehmung; psychologische; Motivation (psychologisch); Schülerkritik
Abstract	This article examines the relative perceived importance of 19 instructor actions in online courses according to both instructors and students. The instructor actions were culled from guidelines in the online learning literature base and then reviewed and rated by 14 experts. Thirty-two online instructors and 170 students from their classes at a large public university and a private online university were asked to review and rate these guidelines. Findings show that the instructors believe that learner performance is more likely tied to instructor actions that are focused on course content and provide both proactive (models, expectations) and reactive (feedback) information to learners about their ability to demonstrate knowledge of course material, but learner satisfaction is more likely tied to learners' feeling that their interpersonal communication needs are met. Learners rated items focused on communication needs and being treated as individuals as most important, aligning their stated preferences with the instructors' perceptions of what actions are most satisfying to online learners. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10