WWW.ABSTRACT.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Abstract, dissertation, book
 
<< HOME
CONTACTS



Pages:   || 2 |

«EXPECTED ADVANTAGES AND DISADVANTAGES OF ONLINE LEARNING: PERCEPTIONS FROM COLLEGE STUDENTS WHO HAVE NOT TAKEN ONLINE COURSES Melody W. Alexander, ...»

-- [ Page 1 ] --

Issues in Information Systems

Volume 13, Issue 2, pp. 193-200, 2012

EXPECTED ADVANTAGES AND DISADVANTAGES OF ONLINE LEARNING:

PERCEPTIONS FROM COLLEGE STUDENTS WHO HAVE NOT TAKEN

ONLINE COURSES

Melody W. Alexander, Ball State University, malexander@bsu.edu

Allen D. Truell, Ball State University, atruell@bsu.edu

Jensen J. Zhao, Ball State University, jzhao@bsu.edu

ABSTRACT

Online courses and programs are continuing to grow in post-secondary education, and many information systems professors are becoming involved in planning and implementing online offerings. While designing online courses, student input is of great value. The purpose of this study was to document college students’ expectations of the advantages and disadvantages of taking courses online. A further analysis identified any differences in perceptions between genders. A total of 420 college students in information systems courses completed an online survey reporting their perceptions of what they expected would be the advantages and disadvantages of taking online courses. These students had no previous experience with taking online courses. Results of the study provide insight to information systems educators as they become involved in designing courses in the online environment. Areas of further research for information systems educators are suggested.

Keywords: Information Systems, Online Courses, Student Perceptions

INTRODUCTION

Online courses and degree program offerings are continuing to grow in post-secondary education. As documented by Allen and Seaman [1] in the Eighth Annual Sloan Survey of Online Education, more than 5.6 million students took an online course during the fall of 2009. Many educators are becoming involved in the planning and converting of traditional courses into an online format. The type of class as well as the instructor can also influence a students’ online experience, and instructor training for online courses is essential [13, 16].

When preparing online courses, student input in regard to experience and expectations is of great value. Researchers have documented student experiences with online courses and found that several variables affect course completion [2, 6, 8]. Predicting patterns of online student effort, performance and success have been important areas of study [5, 9, 12, 14]. Implementing new online strategies then assessing and evaluating course offerings needs to be ongoing [11]. Designing and refining online course delivery methods will continue to be a focus of administrators and instructors.

Online courses provide opportunities for students all over the world. Students in online classes can work together with others from various places to share diverse opinions and collaborate in solving problems [4]. Yet even with numerous benefits, online educators and administrators have various issues to overcome. Although many students have reported positive experiences with online courses, negative experiences have also been conveyed [6, 14].

While course evaluations indicate students would rather take online versus traditional courses, students report online courses require more time and commitment, and may have limited communication with fellow students [4, 9].

Academic dishonesty is another serious issue and ensuring the person doing the work is (in fact) the student enrolled in the class is critical [4]. Identifying safeguards to prevent dishonesty is an area which will need to be addressed in online course designs.

Through increases in online enrollments, colleges and universities recognize many students are choosing to take online over traditional courses. In 2010 almost thirty percent of students in higher education took an online course

–  –  –

[1]. As discussed by Blakely [4] hectic lives, economic situations, work schedules and family responsibilities are some of the reasons students elect to take courses online. Other benefits for taking online over traditional courses are due to lower costs, time efficiency and convenience to work around personal schedules [4, 10]. As there is no projection of when this growth might end, researching trends in online enrollments will provide valuable marketing information to all levels of education [1, 2].

NEED FOR THE STUDY

As online enrollments continue to rise, research in this area will remain an important area of study. As stated by Dobbs, Waid, & Carmen [6] research identifying students’ perceptions of online learning is limited. Although many post-secondary instructors are involved in designing online courses, as indicated by Beard, Harper, and Riley [3] many of these offerings are designed without needed student contributions. In addition, research involving student perceptions of online courses has typically concentrated on students who have had actual experience with online courses [6]. Therefore, this study was conducted to identify the perceptions of students in traditional information systems courses (who had no experience with online courses) in relation to their expectations of the advantages and disadvantages of taking online courses.

Several researchers have examined gender variables in online courses and reported differences that warrant further study [7, 12, 15]. Aragon and Johnson [2] found that as compared with males, more females had enrolled and completed an online course. Conducting further research in gender differences to determine why females and males differ in online course enrollment was suggested [2]. Therefore, this study will also identify any differences in perceptions of the expected advantages and disadvantages based on gender.





PURPOSE

Becoming proficient with the methods to educate students through online courses is essential for colleges and universities that are keeping up-to-date with market demands. One way to address proficiency is by studying the expectations of potential online learners and to implement strategies to best meet the needs of the online learner.

The purpose of this study, therefore, was to document college students’ perceptions of the expected advantages and disadvantages of taking online courses. A secondary purpose was to identify if any differences in perceptions exist

between genders. To address this purpose, answers to the following research questions were investigated:

What are college students’ perceptions of the expected advantages and disadvantages of taking online courses?

1.

2. Are there statistically significant differences in college students’ perceptions of the expected advantages and disadvantages of taking online courses based on gender?

–  –  –

The procedures used to conduct the study are outlined in the following section and include a description of the study participants, instrument, data collection, and data analysis.

Participants The participants for this study consisted of students enrolled in eleven sections of an information systems course offered at a mid-sized, Midwestern university. As required by Institutional Review Board (IRB) protocol, only students who were willing volunteers participated in the study. After explaining the purpose of the study, a total of 420 students volunteered to participate.

–  –  –

Instrument As no instrument was found that directly addressed the study objectives, a survey instrument was developed by the researchers. The survey instrument was based on input from 43 students from an information systems class who provided reasons for taking (or not taking) online courses. Drawing from the researchers ‘experiences with distance education (independent learning) courses, the survey instrument included two sections: 1). advantages of taking online courses over traditional courses, and 2). disadvantages of taking online courses over traditional courses. The survey consisted of three demographic questions (gender, age, and class level), followed by ten advantages and ten disadvantages. Approximately three minutes was needed to complete the survey.

Instrument Validation. The survey instrument was reviewed for validity by a 9-member panel of experts. The panel of experts included information systems researchers, information systems faculty (both traditional and distance educators), and distance education administrators. The panel’s evaluation indicated that the survey met the researchers’ stated objectives.

Instrument Clarification. Clarity of the instrument’s directions and individual questions was pilot tested with a volunteer group of 33 students from an advanced information systems course. Since no difficulties were reported by the pilot group, no changes in wording or length were made to the survey.

Data Collection

During the last week of the fall semester, students enrolled in eleven sections of an information systems course were asked to complete an online survey regarding their perceptions of the expected advantages and disadvantages of taking courses online. It was explained to students during survey administration that participation in this study was voluntary, anonymous, and would not have an impact on their final course grade. A total of 420 students volunteered to participate in the study.

Data Analysis

In accordance with the university’s guidelines, all identifiers were removed before statistical analysis was conducted. Frequencies and percentages were calculated to provide a demographic profile of the participants and to document their perceptions of the expected advantages and disadvantages of taking online courses. Gender differences between perceptions were identified by running Pearson’s Chi Square test. All tests of significance were determined at the.05 alpha levels.

FINDINGS

After providing a demographic profile of the respondents, an analysis of the findings addressing the two research questions is presented. This analysis includes perceptions of the expected advantages and disadvantages of taking online courses as perceived by students who had no previous online course experience.

Participant Demographic Profile

A total of 420 students enrolled in eleven sections of an information systems course participated in this study.

Gender was represented by 245 males (59%) and 168 females (41%). Age ranges included 80 (19%) 18-year-olds, 125 (30%) 19-year-olds, 98 (23%) 20-year-olds, 70 (17%) 21-year olds, and 47 (11%) aged 22 and over. There were 162 (39%) freshman, 121 (29%), sophomores and 137 (33%) upper classmen (juniors and seniors).

–  –  –

Research Question One Research question one was asked to document student perceptions of the expected advantages and disadvantages of taking online courses. Frequencies and percentages for the expected advantages and disadvantages are presented below.

Perceptions of the Expected Advantages of Online Courses. The two main advantages of taking online courses as reported by over eighty percent of the participants were convenience (i.e. dress, travel) and flexibility (i.e. time, pace). Approximately seventy percent reported not having to sit through lectures, ability to view/review lectures as needed and lower costs (i.e. parking, food) would be expected advantages of taking online courses. Almost sixty percent reported advantages of taking online courses would be less stress in relation to getting to class on time and finding parking; not having to deal with other students disrupting class; and not having to wait for other students (asking questions) who work at a slower pace. Nearly forty percent indicated not working in teams and less interaction with other students would be advantages of taking online courses.

–  –  –

Perceptions of the Expected Disadvantages of Online Courses. The three main disadvantages of taking online courses as reported by approximately seventy percent of the participants were the likelihood of procrastinating, understanding content when not face-to-face with the instructor and more self-discipline for reading and learning.

Over fifty percent reported the likelihood of misunderstanding directions, stress when trying to contact instructor, technology issues and the likelihood of computer-related distractions (such as looking at Facebook) would be disadvantages for taking online courses. Around forty percent reported expected disadvantages of online courses would be increased use of email, difficulty in meeting classmates and ease of cheating by other students.

–  –  –

Research Question Two Research question two sought to identify any significant differences in student perceptions of the expected advantages and disadvantages of taking online courses based on gender. To test for differences between the two groups, Pearson’s Chi-Square was run. When comparing the top ten advantages of online course perceptions between genders, four areas of significant differences were found. When comparing the top ten disadvantages of online course perceptions between genders, five areas of significant differences were found.

Issues in Information Systems Volume 13, Issue 2, pp. 193-200, 2012 Gender Differences in Perceptions of the Expected Advantages of Online Courses. In nine of the top ten advantages of taking an online course, females perceived these advantages would be higher than males. In four areas, these differences were significant. Females perceived that advantages of: 1). convenience; 2). flexibility; 3). not having to deal with other students disrupting class, and 4). not having to wait for slower students (asking questions) who work at a slower pace would be significantly more of an expected advantage of taking online courses over face-to-face courses as compared to males.

–  –  –



Pages:   || 2 |


Similar works:

«Psychiatria Polska 2012, tom XLVI, numer 5 strony 731–742 Einfluss von dem mit dem Fallschirmspringen verbundenen Stress auf die Konzentration von ACTH und Cortisol im Blutserum Edward Kowalczyk, Marcin Kura Zusammenfassung Ziel. Das Ziel der Studie war der Einfluss vom Fallschirmspringen auf die Konzentration der Hormone: Cortikotropin und Cortisol bei den Berufssoldaten der Luftsturmtruppen. Methode. Die Studie wurde an den 46 Berufssoldaten des 16. Luftsturm-Bataillone, den ambulanten...»

«DIPLOMARBEIT MODULATION OF EPIGENETIC CONTROL OF ESTROGEN RECEPTOR α EXPRESSION AND TUMOR SUPPRESSOR GENES BY SPECIFIED BIOACTIVE FOOD COMPOUNDS Einfluß bestimmter bioaktiver Pflanzeninhaltstoffe auf die epigenetische Regulation des Östrogenrezeptorsα und von Tumorsuppressorgenen angestrebter akademischer Grad Magistra der Naturwissenschaften (Mag.rer.nat) Verfasserin: Carolin Berner Matrikel-Nummer: a0348305 Studienrichtung/Studienzweig (lt. Studienblatt) : A474 Ernährungswissenschaften...»

«Hamburg CTP Airport Briefing Hamburg CTP Airport Briefing Introduction On behalf of the Bremen FIR controllers, welcome to Hamburg! Thank you for choosing this airport as your departure for the “Cross The Pond” event. You are looking forward to some long hours in the cockpit over the ocean. This briefing tries to help us make your stay on the ground as uneventful as the rest of your flight and give you a good start. Even so, we expect a lot of fun and would like to share that with you....»

«ISSUES WITH GMO ALFALFA IN THE MARKETPLACE William T. W. Woodward1 A GMO (genetically modified organisms) debate that has continued in the past few years on crops such as corn, cotton, canola, soybean, and wheat as well as other crops has also targeted alfalfa. With the released date of herbicide resistant alfalfa coming closer, there are concerns about the effects of a GMO on the forage export marketplace. Although export alfalfa is produced in a smaller area in the United States than wheat,...»

«Issue No. 74 January 2012 Top Ticket Tips As you have been told many times and you will continue to hear about at rehearsals is the importance of selling tickets. Some people may find this difficult but using these tips you may sell an extra couple of tickets. The gazette’s top ticket tips are:FAMILYYou should make sure all members of your family purchase tickets. If they have not then just keep nipping their heads until they do. These members include mum, dad, brothers, sisters, aunts,...»

«CARMEL VALLEY COMMUNITY PLANNING BOARD MEETING MINUTES 7 p.m., 24 April 2014 Carmel Valley Library, Community Room 3919 Townsgate Drive, San Diego, CA 92130 CALL TO ORDER AND ATTENDANCE Board Member Representing Present Excused Absent 1. Rick Newman Neighborhood 1 X 2. Nancy Novak Neighborhood 3 X 3. VACANT Neighborhood 4/4A 4. Debbie Lokanc Neighborhood 5 X 5. Christopher Moore Neighborhood 6 X 6. Steven Ross Neighborhood 7 X 7. Frisco White, Chair Neighborhood 8 @8:42 X pm 8. Anne Harvey...»

«2010 – 2011 Horizons Bible Study Journeys Through REVELATION Apocalyptic Hope for Today Supplementary Notes for Bible Moderators by Sandy Sturch TABLE OF CONTENTS INTRODUCTION..1 Type of Literature, the Author, the Purpose LESSON ONE..12 Revelation 1 –– The Prologue LESSON TWO..21 Revelation 2-3 –– Seven Letters to Seven Churches LESSON THREE..56 Revelation 4-5 –– Worshiping God and the Lamb: The Heavenly Journey Begins LESSON FOUR..73 Revelation 6 –– The Seals LESSON FIVE..85...»

«NAVAL POSTGRADUATE SCHOOL Monterey, California THESIS OPTIMIZING THE CAPACITY AND OPERATION OF U.S. ARMY AMMUNITION PRODUCTION FACILITIES by Vedat Bayram June 2002 Thesis Advisor: Gerald G. Brown Second Reader: Robert F. Dell Approved for public release; distribution is unlimited THIS PAGE INTENTIONALLY LEFT BLANK REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time...»

«©Vierteljahrshefte für Zeitgeschichte Inhalt 53. Jahrgang Heft 2 / 0 5 Wie antisemitisch war der Faschismus? Thomas Schlemmer und Hans Woller Der italienische Faschismus u n d die Juden 1 9 2 2 bis 1 9 4 5 164 Aufsätze Widersetzte sich der Ruhrmagnat? Peter Langer Paul Reusch u n d die Gleichschaltung der „ M ü n c h n e r Neuesten N a c h r i c h t e n 1 9 3 3 203 Forcierte Abetz die Judenverfolgung? Barbara Lambauer Opportunistischer Antisemitismus 241 Der deutsche Botschafter Otto...»

«Sean Scully LectureKunstammlung NordrheinWestfalen, Dusseldorf, Germany.Armin Zweite: I am really happy Sean that you came, that you have come here again to see your show and to talk to the public who are a very enthusiastic public I have to say and we are all looking forward to hearing what you will say about your development and about your ideas of how to marry, let us the say Mondrian, with Pollock over all other approaches with a rational structure of the painting. I think this is the main...»

«FAR EASTERN BRANCH ДАЛЬНЕВОСТОЧНОЕ ОТДЕЛЕНИЕ RUSSIAN ACADEMY OF SCIENCES РОССИЙСКОЙ АКАДЕМИИ НАУК КНИГИ — BOOKS ВЫПУСК 10 ДАЛЬНАУКА DALNAUKA Дальневосточное отделение Российской академии наук : Книги. Вып. 10. 2007–2008 : информ. каталог / сост. Г.Ф. Низяева, Т.Л. Пинчук. Far Eastern Branch of the Russian Academy of Science : Books. Iss....»

«2015 EXPLORER Owner’s Manual 2015 EXPLORER Owner’s Manual fordowner.com ford.ca September 2014 Second Printing Owner’s Manual Explorer Litho in U.S.A. FL2J 19A321 AA Table of Contents 1 Introduction 10 Child Safety 18 Child seat positioning...................................20 Booster seats.........................................22 Installing child seats.................................»





 
<<  HOME   |    CONTACTS
2016 www.abstract.xlibx.info - Free e-library - Abstract, dissertation, book

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.