Scribd
Upload
195 views3 pages

Perceptions Towards The Quality of Online Education

This document discusses perceptions of online education quality based on interviews with 3 students enrolled in online courses. It provides context on the development of online education and defines key aspects. Students reported positive perceptions of flexibility, cost, and ease of online research. Negatives included delayed instructor feedback, lack of technical support, feelings of isolation, and poor course design. The study aims to understand student views to help institutions improve online education quality.

Uploaded by

Farrukh Zaman Bhutto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
195 views3 pages

Perceptions Towards The Quality of Online Education

This document discusses perceptions of online education quality based on interviews with 3 students enrolled in online courses. It provides context on the development of online education and defines key aspects. Students reported positive perceptions of flexibility, cost, and ease of online research. Negatives included delayed instructor feedback, lack of technical support, feelings of isolation, and poor course design. The study aims to understand student views to help institutions improve online education quality.

Uploaded by

Farrukh Zaman Bhutto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Perceptions towards the Quality of Online Education:

A Qualitative Approach
Yi Yang
Linda F. Cornelius
Mississippi State University

With the fast development of the Internet, many colleges and universities have offered
online courses as a viable alternative to traditional face-to-face instruction. Online
education, according to Harasim (1989), is a new domain of learning that combines distance
education with the practice of face-to-face instruction utilizing computer-mediated
communication. Ascough (2002) suggested that online education has the following features:

a) It provides a learning experience different than in the traditional classroom because


learners are different,
b) The communication is via computer and World Wide Web,
c) Participation in classroom by learners are different,
d) The social dynamic of the learning environment is changed,
And
e) Discrimination and prejudice is minimized.

The term online education is often associated with Internet education, virtual education,
cyber-learning, and asynchronous learning (Office of Sustainable Development 2000).

Volery (2000) also concluded that online delivery is a form of distributed learning enabled
by the Internet. According to Paulsen (2002), online education is characterized by:

 The separation of teachers and learners (which distinguishes it from face-to-face


education),
 The influence of an educational organization (which distinguishes it from self-study
and private tutoring),
 The use of a computer network to present or distribute some educational content
 The provision of two-way communication via a computer network so that students
may benefit from communication with each other, teachers, and staff.

Online courses and degrees have been widely adopted by higher education institutions as
another method to substitute traditional classroom instruction.

Statement Of Problem
What made the students to not get interested in the online learning, what are the reasons
behind it?

Purpose Of Study
The purpose of this study was to examine the quality of existing online education courses
that utilize the Internet as the primary instructional delivery method. The focus of this study
was to examine students’ perceptions of the quality of online education. The findings of this
study may contribute to the literature of online education in terms of quality assurance. The
results should hopefully enable institutions offering online education to evaluate their
programs based on the findings and the recommendations in this study.

Methodology
The design selected for this research study was qualitative in nature using interviews,
observations, and documents. Data was collected using the following methods: interviews,
observations, and documents.

According to Patton (1990),

“Studies that use only one method are more vulnerable to errors linked to that particular
method than studies that use multiple methods in which different types of data provide
cross-data validity checks” (p. 18). Interviews and observations are only two parts of that
process.

The sample for this research study were three students enrolled in online learning courses.

Results Under Positive And Negative Perspectives


Positive experiences and contributed Factors

 The students’ positive experiences were: flexibility, cost-effectiveness, electronic


research availability, and ease of connection to the Internet.
 Factors that contributed to students’ positive experiences were: flexibility of class
participation time and self-paced study, cost-effectiveness of online class, electronic
research availability, well-designed course layout, ease connection of the Internet,
easy navigation of the online class interface, and familiarity with the instructor.

Negative experiences and contributed Factors.


 The students’ negative experiences were identified as: delayed feedback from
instructors, unavailable technical support from instructor, lack of self-regulation and
self-motivation, and the sense of isolation.
 Factors that contributed to student’ negative experiences were: delayed feedback
from instructor; unavailable technical support from instructor, lack of self-regulation
and self-motivation, sense of isolation, monotonous instructional methods, and
poorly-designed course content.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy