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Faculty and Student Perceptions About Online Interactions : = Do Faculty and Student Perceptions Differ?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Faculty and Student Perceptions About Online Interactions :/
其他題名:	Do Faculty and Student Perceptions Differ?
作者:	Reece, Jessica Misha.
面頁冊數:	1 online resource (91 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Educational philosophy. -
電子資源:	click for full text (PQDT)
ISBN:	9798382331287

Faculty and Student Perceptions About Online Interactions : = Do Faculty and Student Perceptions Differ?
Reece, Jessica Misha.

Faculty and Student Perceptions About Online Interactions :Do Faculty and Student Perceptions Differ? - 1 online resource (91 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--The University of Memphis, 2024.

Includes bibliographical references

The demand for colleges across the world to convert their courses to an online format has increased with the number of learners enrolled in at least one online course increasing each year (Seaman et al., 2018). Unfortunately, a study by Garris & Fleck (2020) found that many students complained that when their courses transitioned to an online format, the course content became less enjoyable, less interesting, facilitated less interaction, and decreased in learning value. As a result, research is sorely needed to guide educators in preserving the educational value of college courses in a progressively digital context. This study is guided by the framework of Michael G. Moore's (1989) three types of interactions: learner-learner, learner-instructor, and learner-content. Moore's theory states that learners should be able to interact with one another, their instructors, and with the content to achieve success, satisfaction, and motivation within the course. The purpose of this quantitative causal comparative study is to examine to what extent a student's perceptions of interactions (learner-learner, learner-instructor, learner-content) differ from faculty in an online course at a community college. Participants will be selected using a convenience sampling method and consist of faculty teaching online courses along with students currently enrolled in online courses. Data will be collected in the form of faculty and student surveys to answer the question of whether faculty and students' perceptions about interactions differ in online courses.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382331287Subjects--Topical Terms:

1148497
Educational philosophy.
Subjects--Index Terms:

Colleges Index Terms--Genre/Form:

554714
Electronic books.

Faculty and Student Perceptions About Online Interactions : = Do Faculty and Student Perceptions Differ?
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