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Pre-service Teachers' Perceptions of Interactivity and Instructor Behaviors in Asynchronous Online Learning Courses
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, , Ohio University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study addressed what pre-service teachers' perceived interactivity was essential to asynchronous online learning, and what their perceived instructor behaviors were in such a learning setting. Two instruments were developed for this study. The first involved their online interaction experiences. Eighty-five surveys were administered to four classes of students at a Midwestern university, and the completed surveys were 45, or 52% of the return rate. Their mean attitude (n = 45) on a five-point Likert scale was above average (M = 3.4333, SD = .60865). The second, about online instructor behaviors, was administered to one class of 22 students, with 50% completed surveys returned. Results showed that the provision of feedback was perceived most important online (M = 3.5111, SD = .42957), however, the sense of online community was perceived comparatively weak (M = 2.9722, SD = .69540). Both positive and negative online instructor behaviors were categorized and summarized.

Citation

Song, H. & Sun, Y. (2004). Pre-service Teachers' Perceptions of Interactivity and Instructor Behaviors in Asynchronous Online Learning Courses. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1495-1501). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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