Ting Sun, Florence Martin, Stella Kim, Carl D. Westine
This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, reviewed, and identified 27 instruments for student evaluation of online teaching. A five-dimensional evaluation framework with 24 categories of elements was developed through an analysis of these instruments. There were 278 evaluation elements among the 27 instruments. We found that most instruments focus more on the Course and Instructor dimensions, with Instructor Facilitation and Learning Goals and Objectives elements occurring most frequently. However, Organization and Technology dimensions with Advising Availability and Adequacy, Registration Procedures, Support Services, and Online Help Desk elements were least included. This study has implications for administrators, instructors, instructional designers, and students.
{"title":"Establishing a Student Evaluation of Online Teaching and Learning Framework Through Analysis of Existing Instruments","authors":"Ting Sun, Florence Martin, Stella Kim, Carl D. Westine","doi":"10.24059/olj.v27i1.3228","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3228","url":null,"abstract":"This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, reviewed, and identified 27 instruments for student evaluation of online teaching. A five-dimensional evaluation framework with 24 categories of elements was developed through an analysis of these instruments. There were 278 evaluation elements among the 27 instruments. We found that most instruments focus more on the Course and Instructor dimensions, with Instructor Facilitation and Learning Goals and Objectives elements occurring most frequently. However, Organization and Technology dimensions with Advising Availability and Adequacy, Registration Procedures, Support Services, and Online Help Desk elements were least included. This study has implications for administrators, instructors, instructional designers, and students.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47446676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
First-generation and underrepresented minoritized(URM) studentsmay have greater challenges in online learning than other students. Communities of support can help these highly motivated students be more engaged and successful in the remote learning environment. In this scoping literature review, we identified fifteen categories of first-generation and URM student challenges in online learning as found in peer-reviewed research of the last ten years. We placed these challenges within the Student Engagement model and found them to be barriers of student engagement. The results of our analysis may help guide practitioners and educators in the continuance or creation of theoretically grounded interventions for student support.
{"title":"Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement","authors":"Krista Gardner, Heather M. Leary","doi":"10.24059/olj.v27i1.3392","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3392","url":null,"abstract":"First-generation and underrepresented minoritized(URM) studentsmay have greater challenges in online learning than other students. Communities of support can help these highly motivated students be more engaged and successful in the remote learning environment. In this scoping literature review, we identified fifteen categories of first-generation and URM student challenges in online learning as found in peer-reviewed research of the last ten years. We placed these challenges within the Student Engagement model and found them to be barriers of student engagement. The results of our analysis may help guide practitioners and educators in the continuance or creation of theoretically grounded interventions for student support.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learning-motivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.
{"title":"Research Trends in the Field of Emergency Remote Teaching: A Bibliometric Analysis of Open Access Literature","authors":"Betül Tonbuloğlu, Burcu Avcı Akbel","doi":"10.24059/olj.v27i1.3241","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3241","url":null,"abstract":"Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learning-motivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44373695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jing Zhang, Georgette E. Dumont, B. Sumbera, Pamela S. Medina, Melika Kordrostami, A. Ni
Technology adoption patterns, in general, have been shown to have a common set of predictive factors such as performance expectancy, social influence, voluntariness, effort expectancy, and facilitating conditions. However, the significance of such factors varies dramatically by situation and conditions. In the faculty adoption of online teaching modalities, three conditions were investigated in a university case study with 180 faculty respondents. Using the unified theory of acceptance and use of technology model, participants were asked to respond to questions about these factors prior to the pandemic, their perceptions about continuing pre-pandemic use in the future, and their perceptions about increasing pre-pandemic adoption of online teaching in the future. Critical to prior expectations were performance expectancy and level of effort. Continued use relied on all five factors, but only the negative aspects of social influence were significant. Factors affecting increased adoption (assuming voluntariness) were performance expectancy and facilitating conditions. Findings suggest that increased exposure to online teaching may not be as crucial as the quality of faculty experiences during the pandemic. The rationale for these factor shifts is provided, the effects of institutional support are discussed, the threats and limitations to generalizability are reviewed, and the ramifications for institutions trying to enhance faculty adoption are summarized.
{"title":"Rising to the Occasion: The Importance of the Pandemic for Faculty Adoption Patterns","authors":"Jing Zhang, Georgette E. Dumont, B. Sumbera, Pamela S. Medina, Melika Kordrostami, A. Ni","doi":"10.24059/olj.v27i1.3135","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3135","url":null,"abstract":"Technology adoption patterns, in general, have been shown to have a common set of predictive factors such as performance expectancy, social influence, voluntariness, effort expectancy, and facilitating conditions. However, the significance of such factors varies dramatically by situation and conditions. In the faculty adoption of online teaching modalities, three conditions were investigated in a university case study with 180 faculty respondents. Using the unified theory of acceptance and use of technology model, participants were asked to respond to questions about these factors prior to the pandemic, their perceptions about continuing pre-pandemic use in the future, and their perceptions about increasing pre-pandemic adoption of online teaching in the future. Critical to prior expectations were performance expectancy and level of effort. Continued use relied on all five factors, but only the negative aspects of social influence were significant. Factors affecting increased adoption (assuming voluntariness) were performance expectancy and facilitating conditions. Findings suggest that increased exposure to online teaching may not be as crucial as the quality of faculty experiences during the pandemic. The rationale for these factor shifts is provided, the effects of institutional support are discussed, the threats and limitations to generalizability are reviewed, and the ramifications for institutions trying to enhance faculty adoption are summarized.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning.
{"title":"Systematic Reviews of Research on Online Learning: An Introductory Look and Review","authors":"Florence Martin, V. Dennen, Curtis J. Bonk","doi":"10.24059/olj.v27i1.3827","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3827","url":null,"abstract":"In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Group supervision, a common method in graduate psychology training, shifted abruptly to online learning due to the COVID-19 pandemic. This study aimed to increase understanding of psychology graduate students’ perception of online group supervision during COVID-19 by focusing on the group process and the students’ professional identity formation. Data were collected through an online survey comparing an online COVID-19 group sample with a pre-COVID-19 in-person sample. Our findings showed no difference between online group supervision during COVID-19 and in-person group supervision prior to COVID-19 in students’ reports of group processes and the prevalence of professional identity statuses. However, group processes differed according to students’ professional identity statuses while accounting for the supervision format. We discuss the results of our study and offer several theoretical and practical implications regarding online supervision.
{"title":"Online Group Supervision in Graduate Psychology Training During the COVID-19 Pandemic","authors":"S. Geller, Keren Hanetz-Gamliel, Sigal Levy","doi":"10.24059/olj.v27i1.3321","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3321","url":null,"abstract":"Group supervision, a common method in graduate psychology training, shifted abruptly to online learning due to the COVID-19 pandemic. This study aimed to increase understanding of psychology graduate students’ perception of online group supervision during COVID-19 by focusing on the group process and the students’ professional identity formation. Data were collected through an online survey comparing an online COVID-19 group sample with a pre-COVID-19 in-person sample. Our findings showed no difference between online group supervision during COVID-19 and in-person group supervision prior to COVID-19 in students’ reports of group processes and the prevalence of professional identity statuses. However, group processes differed according to students’ professional identity statuses while accounting for the supervision format. We discuss the results of our study and offer several theoretical and practical implications regarding online supervision. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47889986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adaptive help-seeking as a learning strategy can influence learners' learning outcomes. Learners in online learning environments need more self-regulation and especially more help-seeking strategies. A systematic review was conducted to explore help-seeking strategies in online learning environments. A search on help-seeking strategies in online environments in Educational Research Information Center (ERIC) and PsycInfo yielded 36 peer-reviewed articles that met the inclusion criteria for this study. Karabenick and Knapp’s categories of help-seeking (formal help-seeking, informal help-seeking, instrumental activities, lowering performance aspirations, and altering goals) were used to review the strategies employed by students in online learning. The results show that there is an extreme lack of research on learners’ psychological decision-making process when they lower performance aspirations or alter their goals. Moreover, most studies focus on the learners’ formal and informal help-seeking behaviors in online settings. Since much research has been limited to small case studies that are not always generalizable, future studies are encouraged to include more instructional contexts and personal variables like gender, age, educational background, and mastery of computer skills. To avoid biases that may occur in self-reporting studies, recommendations are made for future studies that use more subjective methods to trace their actual help-seeking behaviors.
{"title":"A Systematic Review of Studies Exploring Help-Seeking Strategies in Online Learning Environments","authors":"Fan Yang, Jill E. Stefaniak","doi":"10.24059/olj.v27i1.3400","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3400","url":null,"abstract":"Adaptive help-seeking as a learning strategy can influence learners' learning outcomes. Learners in online learning environments need more self-regulation and especially more help-seeking strategies. A systematic review was conducted to explore help-seeking strategies in online learning environments. A search on help-seeking strategies in online environments in Educational Research Information Center (ERIC) and PsycInfo yielded 36 peer-reviewed articles that met the inclusion criteria for this study. Karabenick and Knapp’s categories of help-seeking (formal help-seeking, informal help-seeking, instrumental activities, lowering performance aspirations, and altering goals) were used to review the strategies employed by students in online learning. The results show that there is an extreme lack of research on learners’ psychological decision-making process when they lower performance aspirations or alter their goals. Moreover, most studies focus on the learners’ formal and informal help-seeking behaviors in online settings. Since much research has been limited to small case studies that are not always generalizable, future studies are encouraged to include more instructional contexts and personal variables like gender, age, educational background, and mastery of computer skills. To avoid biases that may occur in self-reporting studies, recommendations are made for future studies that use more subjective methods to trace their actual help-seeking behaviors.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47592166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative case study explored the development of online teaching capacity to incorporate the universal design for learning (UDL) framework in an online graduate program. The participants in the study were purposefully selected from multiple levels at a Canadian university: (1) the program level, (2) the faculty level, and (3) the institution level. Using a series of semi-structured interviews and document analysis, four themes were identified: (1) leadership, (2) community of practice, (3) educational development, and (4) challenges. In addition to highlighting the roles of academic leaders in fostering UDL adoption in online learning, the findings also revealed forms of support that need to be in place to increase online teaching capacity. The findings from the study provide valuable input toward setting the stage for UDL to be meaningfully adopted in an online learning setting.
{"title":"Universal Design for Learning Infusion in Online Higher Education","authors":"Noha Altowairiki","doi":"10.24059/olj.v27i1.3080","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3080","url":null,"abstract":"This qualitative case study explored the development of online teaching capacity to incorporate the universal design for learning (UDL) framework in an online graduate program. The participants in the study were purposefully selected from multiple levels at a Canadian university: (1) the program level, (2) the faculty level, and (3) the institution level. Using a series of semi-structured interviews and document analysis, four themes were identified: (1) leadership, (2) community of practice, (3) educational development, and (4) challenges. In addition to highlighting the roles of academic leaders in fostering UDL adoption in online learning, the findings also revealed forms of support that need to be in place to increase online teaching capacity. The findings from the study provide valuable input toward setting the stage for UDL to be meaningfully adopted in an online learning setting.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online Learner Collaboration (OLC) supports the development of knowledge and skills through social construction. In this systematic review of research spanning a decade, authors examined 63 articles for publication patterns, participant and context trends, and research methodology trends using an online learner collaboration framework consisting of the following elements: collaborative technologies, design, facilitation, and outcomes. The higher education context and education discipline had the most research conducted on OLC among the studies reviewed. All three research methods (quantitative, qualitative, and mixed methods) were used equally in the articles. The most commonly used technologies for OLC were learning management systems (LMS), discussion boards, writing tools, and synchronous tools. The most commonly used collaborative methods were group projects and discussions. The most common grouping size was small groups, and groups were commonly formed through random assignment, based on criteria, or student-formed. Instructors mostly assumed roles as designers, facilitators, supporters, and evaluators during OLC. Increased learning, communication and collaboration skills, and relationship building were the top three opportunities that OLC offered. Time, technical issues, and anxiety/fear/stress were challenges that appeared most frequently. Most of the research on OLC focused on cognitive and affective outcomes. The review has implications for online instructors and instructional designers who design and facilitate collaborative online courses.
{"title":"A Systematic Review of Research on Online Learner Collaboration from 2012–21: Collaboration Technologies, Design, Facilitation, and Outcomes","authors":"Beth Oyarzun, Florence Martin","doi":"10.24059/olj.v27i1.3407","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3407","url":null,"abstract":"Online Learner Collaboration (OLC) supports the development of knowledge and skills through social construction. In this systematic review of research spanning a decade, authors examined 63 articles for publication patterns, participant and context trends, and research methodology trends using an online learner collaboration framework consisting of the following elements: collaborative technologies, design, facilitation, and outcomes. The higher education context and education discipline had the most research conducted on OLC among the studies reviewed. All three research methods (quantitative, qualitative, and mixed methods) were used equally in the articles. The most commonly used technologies for OLC were learning management systems (LMS), discussion boards, writing tools, and synchronous tools. The most commonly used collaborative methods were group projects and discussions. The most common grouping size was small groups, and groups were commonly formed through random assignment, based on criteria, or student-formed. Instructors mostly assumed roles as designers, facilitators, supporters, and evaluators during OLC. Increased learning, communication and collaboration skills, and relationship building were the top three opportunities that OLC offered. Time, technical issues, and anxiety/fear/stress were challenges that appeared most frequently. Most of the research on OLC focused on cognitive and affective outcomes. The review has implications for online instructors and instructional designers who design and facilitate collaborative online courses.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48550398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components into their courses. Yet, some disciplines and areas of study may be better equipped for this change than others. The liberal arts are believed to be more reliant on face-to-face interaction and thus can be argued to have been more negatively affected by the required move to synchronous online learning during the pandemic Instructors have the option of teaching online courses either synchronously or asynchronously. As synchronous online learning requires course delivery in real-time via online video conferencing, the hope is that some of the drawbacks associated with teaching liberal arts online can be mitigated with technology-based, face-to-face interaction. In the spirit of exploring the relationship between liberal arts education and synchronous online learning, this research aimed at gauging Jacksonville liberal arts students’ levels of satisfaction with the quality of instruction in synchronously delivered courses during the spring semester of 2021. Informed by the Community of Inquiry theory, of special interest were aspects of synchronous online learning like interaction with the virtual platform (video conferencing), interaction with content, interaction with instructor, and interaction with peers. Three local institutions participated in this study, yielding a sample of 141 students who participated in an anonymous Qualtrics survey pertaining to their learning experiences in the synchronous mode. Using a mixed-methods approach, results show positive perceptions, challenges, and recommendations for synchronous online learning.
{"title":"Students’ Satisfaction with Quality of Synchronous Online Learning Under the COVID 19 Pandemic: Perceptions from Liberal Arts and Science Undergraduates","authors":"I. Majewska, V. Zvobgo","doi":"10.24059/olj.v27i1.3201","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3201","url":null,"abstract":"COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components into their courses. Yet, some disciplines and areas of study may be better equipped for this change than others. The liberal arts are believed to be more reliant on face-to-face interaction and thus can be argued to have been more negatively affected by the required move to synchronous online learning during the pandemic Instructors have the option of teaching online courses either synchronously or asynchronously. As synchronous online learning requires course delivery in real-time via online video conferencing, the hope is that some of the drawbacks associated with teaching liberal arts online can be mitigated with technology-based, face-to-face interaction. In the spirit of exploring the relationship between liberal arts education and synchronous online learning, this research aimed at gauging Jacksonville liberal arts students’ levels of satisfaction with the quality of instruction in synchronously delivered courses during the spring semester of 2021. Informed by the Community of Inquiry theory, of special interest were aspects of synchronous online learning like interaction with the virtual platform (video conferencing), interaction with content, interaction with instructor, and interaction with peers. Three local institutions participated in this study, yielding a sample of 141 students who participated in an anonymous Qualtrics survey pertaining to their learning experiences in the synchronous mode. Using a mixed-methods approach, results show positive perceptions, challenges, and recommendations for synchronous online learning. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42817217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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