The Impact of Previous Online Course Experience RN Students' Perceptions of Quality

Autor/inn/en	Hixon, Emily; Barczyk, Casimir; Ralston-Berg, Penny; Buckenmeyer, Janet
Titel	The Impact of Previous Online Course Experience RN Students' Perceptions of Quality
Quelle	In: Online Learning, 20 (2016) 1, S.25-40 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Online Courses; Student Attitudes; Educational Quality; Student Surveys; Academic Achievement; Scoring Rubrics; Instructional Materials; Student Evaluation; Instructional Design; Student Characteristics; Prior Learning; College Students; Statistical Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schülerverhalten; Quality of education; Bildungsqualität; Schülerbefragung; Schulleistung; Scoring formulas; Auswertungsbogen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Vorkenntnisse; Collegestudent; Statistische Analyse; Likert-Skala
Abstract	The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01