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Essential Attributes for Online Success: Student Learning Preferences and Faculty Teaching Styles
article

, , The University of Findlay, United States ; , Coastal Carolina University, United States

International Journal on E-Learning Volume 15, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This article describes a pilot study that tested a new instrument to identify the Learning Preferences of students in online classes at a mid-western university. The authors developed the instrument and associated tips for online learners based upon the research literature, the authors’ research, and practical suggestions by experienced online teaching faculty. An online system was created to survey students and provide them with a customized spectrum of learning tips suited to their particular online learning preferences and needs. At the conclusion of the course, a survey was administered to measure student perception of the usefulness of the learning tips and their satisfaction level with the online learning. The authors then surveyed faculty in the university’s college of education to determine their online teaching styles, based upon the work of Grasha (1994 and 2000) and Lucas (2005). As with the students, the faculty members were given tips on ways to address their teaching styles preferences when working in the online environment. The tips were developed based upon the research literature, the authors’ research, and practical suggestions by experienced online teaching faculty.

Citation

Abell, N., Cain, M. & Lee, C.Y.C. (2016). Essential Attributes for Online Success: Student Learning Preferences and Faculty Teaching Styles. International Journal on E-Learning, 15(4), 401-422. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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