Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Capstone Project

No description
by

suzanne applegate

on 1 April 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Capstone Project

Capstone Project
12.2 million student enrollments in college-level credit-granting distance education courses
Traditional Methods must adapt to technology.

According to a study by Gaytan (2009) not only is more research required into online education; but it is uncertain if research based methods are actually being used by universities to guide the planning and delivery of online education.
Student Reported Online Course Satisfaction
Important construct in improving online course delivery.
Overcoming the physical distance between students and instructors
Moore's Theories of Transational Distance
2 Types of Interactions
Student-to-Instructor
Student-to-Student
Examining the Relationship of Specific Instructor-to-Student Interactions and Feedback Practices to Perceived Student Satisfaction in Online Courses
Suzanne H. Applegate
University of North Georgia

Student reported satisfaction in online courses has been shown to be positively influenced by students’ perceptions of their online communications (Shu-hui, & Smith, 2008)
Internet-based instructional communication theories share
the common theme of
Student reported satisfaction is improving over time but identifying which elements have the greatest relationship is problematic
Chang & Smith (2008) found positive substantial relationships between student reported online course satisfaction and all three types
Feedback in Online Courses
Immediacy, Amount and Types
Findings are different across disciplines
Instructors think students want extensive feedback
Students want immediate instead.

Research Gap
Instructors think student satisfaction is related most closely to content. Students feel it's more closely related to student-to-instructor
There is a breakdown in the perceptions of instructors and students
Research Gap
Research ?'s
Which type of online interaction; either student-to-instructor, or student-to-student, is preferred by students and how this relates to student reported levels of online course satisfaction
How do students and instructors differ in their perceptions of specific communication and
feedback practices by ranking 6 specific ones
Method
Surveys: Online
Students and Instructors
Modified Arbaugh(2000) Student Satisfaction Scale
Modified Johnson et al. (2000) Student-to-Instructor Interaction Scale
Modified Johnson et al. (2000) Five Item Student-to-Instructor Interaction Scale
Modified Dennen, Derabi, & Smith Survey (2007). Rating 6 different specific instructor communication practices
Pearson correlations have been conducted to determine the relationships between levels of student online course satisfaction to both student-to-instructor interaction, and student-to student interaction.


Limitations
Small sample size
Sample location limited
Measuring student perceptions no achievement data
Future Research Implications
Online enrollments are rising and technology is improving
Effective ways to increase interactions utilizing technological developments
The discrepancies in instructor and students perceptions must be recognized and redressed to improve student satisfaction.
Specific needs and wants of online students
must be explored
As you were
References
Gaytan, J. (2009). Analyzing online education through the lens of institutional theory and practice: The need for research-based and -validated frameworks for planning, designing, delivering, and assessing online instruction. Delta Pi Epsilon Journal, 51(2), 62-75.
Chang, S., & Smith, R. (2008). Effectiveness of personal interaction in a learner-centered paradigm distance education class based on student satisfaction. Journal Of Research On Technology In Education, 40(4), 407-426.
Dennen, V. P., Darabi, A. A., & Smith, L.J. (2007). Instructor-learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1),65-79.
Moore, M. G. (1989). Three types of interactions. The American Journal of Distance Education, 3(2), 1-6.
Shu-hui, C., & Smith, R. (2008). Effectiveness of personal interaction in a learner-centered paradigm distance education class based on student satisfaction. Journal Of Research On Technology In Education, 40(4), 407-426.
6 Feedback Practices
• Providing immediate feedback.
• Having a teaching presence in online class discussion boards.
• Presenting organized online material.
• Providing examples.
• Providing extensive feedback.
• Making course expectations clear to the learners.

Analysis of variance (ANOVA's) will be conducted on the feedback practices to find significant differences between the means on each question based upon the two separate groups of students and instructors.

Thank you for listening.
U.S. Department of Education, National Center for Educational Statistics. (2011). Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf
Results show there is a significant positive correlation between levels of student online course satisfaction to both student-to-instructor and student-to-student interactions.
Statistical Analysis and Preliminary Results
Full transcript