A Comparison of Career College Student and Instructor Perceptions of the Online Environment

Autor/in	Phillips, Julieanne M.
Titel	A Comparison of Career College Student and Instructor Perceptions of the Online Environment
Quelle	(2012), (108 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-5443-1
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; College Students; Career Education; Student Attitudes; Teacher Attitudes; Comparative Analysis; Satisfaction; Online Courses; Distance Education; Teacher Student Relationship; Relevance (Education); Active Learning; Student Empowerment; Colleges; Demography; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Arbeitslehre; Schülerverhalten; Lehrerverhalten; Zufriedenheit; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Relevance; Relevanz; Aktives Lernen; Studienberechtigung; College; Hochschule; Fachhochschule; Demografie
Abstract	The objective of this study was to examine the relationship between career college students' perceptions of the online learning environment and their overall satisfaction with the learning experience. Additionally, student perceptions of the online learning environment were compared with those of their instructors, in order to determine similarities and differences in perceptions between both groups. Career college student and instructor perceptions of the online learning environment were assessed using the Distance Education Learning Environment Survey. Student perceptions of the online learning environment were measured and compared to those of their instructors. Aspects of the online learning environment that were assessed included the following areas: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, student autonomy, and overall satisfaction. Because the focus of this research study is to contribute to the literature on career college institutions and their students, the target population was career college students within the state of Minnesota taking online courses. A total of 276 participants took part in the study. Demographic data were also gathered to investigate additional outside factors. The study's findings identified significant differences between student and instructor perceptions on subscales of instructor support, personal relevance, active learning, and student autonomy. Instructors also had a significantly lower overall satisfaction score. The results of the study supported previous research that students place a significant value on instructor support and interaction within the online learning environment as well as a curriculum that is personally relevant and meaningful and encouraging active learning. Moreover, the results of the study revealed that student perceptions differed from instructor perceptions. Therefore, this finding could guide the development of strategies for instructors in order to improve online learning environments in career college institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01