Abstract/Details

Online learning: Student perceptions of variables that impact learning performance


2007 2007

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Abstract (summary)

Over the past decade there has been an increasing amount of emphasis in higher education to restructure the learning environment in a way that is more learner-centered and encourages students to take a more active role in their learning. Furthermore, university professors are being encouraged to incorporate instructional strategies to support a learner-centered approach through the use of innovative technologies that promote active engagement through Internet applications. With the rapid growth in the number of online courses and student enrollments it is necessary to study the potential impact on student performance. In an effort to explore this concept further, this study examined student perceptions of variables that impact their learning performance in online learning. In addition, a qualitative study of research provided a base of knowledge from which assumptions and suggestions could be formulated.

This study presented a set of four positions. The propositions were: (1) By focusing on the promotion and integration of satisfactory faculty-student interaction in online courses students institutions will realize an increase in student satisfaction. (2) Providing learner preparation assistance to students that promotes the development of time management skills will enable students to be more successful in online courses. (3) Incorporating asynchronous and synchronous forms of communication in online courses will lead to a greater sense of community. (4) Providing activities that promote a sense of community does not ensure that students will make a connection with the university. Students often initiate contact for resources based on their individual personal or academic needs.

The results of this study may assist online course developers and instructors in the design, development, and implementation of online teaching and learning techniques. In addition, support personnel who assist with the development of coursework, as well as support services and professional development may benefit in a way that helps them to develop strategies to meet students’ needs.

Indexing (details)


Subject
Educational software;
Curricula;
Teaching;
Higher education
Classification
0710: Educational software
0727: Curricula
0727: Teaching
0745: Higher education
Identifier / keyword
Education; Distance education; Learning; Online learning; Professional development
Title
Online learning: Student perceptions of variables that impact learning performance
Author
Williams, Darlene
Number of pages
210
Publication year
2007
Degree date
2007
School code
0138
Source
DAI-A 68/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549111399
Advisor
LaCost, Barbara Y.
Committee member
Dlugosh, Larry; Grady, Marilyn; Walter, James
University/institution
The University of Nebraska - Lincoln
Department
Educational Administration
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3271914
ProQuest document ID
304840161
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304840161
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