A Longitudinal Study of Nursing Students' Perceptions of Online Course Quality

Autor/inn/en	Anderson, Gina; Tredway, Catherine; Calice, Corrince
Titel	A Longitudinal Study of Nursing Students' Perceptions of Online Course Quality
Quelle	In: Journal of Interactive Learning Research, 26 (2015) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Longitudinal Studies; Nursing Students; Online Courses; Student Attitudes; Participant Satisfaction; Educational Quality; Factor Analysis; Student Surveys; Instructional Design; Educational Principles; Predictor Variables; Performance Factors; Predictive Validity; Efficiency; Instructional Effectiveness; Learner Engagement; Course Evaluation; Statistical Analysis; Online Surveys; College Students + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Online course; Online-Kurs; Schülerverhalten; Quality of education; Bildungsqualität; Faktorenanalyse; Schülerbefragung; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsprinzip; Prädiktor; Leistungsindikator; Effectiveness; Effektivität; Wirkungsgrad; Unterrichtserfolg; Statistische Analyse; Collegestudent
Abstract	Given the wide range of options for students to further their education online, it is important to determine what factors impact overall student perceptions of online course quality. Specifically, the study validates the reliability of Merrill's (2012) First Principles of Instruction as factors that impact students' perceptions of online course quality, through a survey design that explores longitudinal data from an online RN-BSN degree completion nursing program. The 9 online courses included in the study ran for 10 terms from 2011-2012 and included response data from 339 course evaluations. Results from a factor analysis and stepwise regression reveal that the best predictors of determining whether students will report overall satisfaction with course quality are "instructional design" factors and the use of the First Principles of Instruction (Merrill 2002, 2007, 2009b, 2012). These results validate the advantages of incorporating Merrill's principles into online course design to ensure course quality and improve student satisfaction. Implications for online program design, quality assurance, and future studies are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01