A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study
A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study
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教师和研究生对参与在线课程的看法比较：混合方法研究
DOI：
10.12973/ijem.6.1.223
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Noreen S. Moore
中科院分区：
文献类型：
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作者：
Michelle Gonzalez;Noreen S. Moore
这项研究的目的是比较和对比教师和研究生对参与在线课程的看法。这项混合方法研究发生在美国东北部的一所中型州立大学。在线调查和半结构化访谈的数据表明，研究生和教师认为社交和教学领域中类似的在线课程元素具有吸引力：人际关系、结构化学习环境以及课程活动的多样性和所使用的技术类型。两人都认为，糟糕的组织是没有吸引力的。定性分析阐明了感知上的细微差异。研究结果对在线课程教学法和研究方法具有影响。
The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.