Insights from the Mosaic of Student Responses to Electronic Courses
Barbara OByrne, Marshall University Graduate College, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This paper is a report on a qualitative research study conducted with participants in graduate literacy courses delivered on the web. The study compares student responses to facets of web instruction obtained on multiple-choice questions with open-ended responses. Findings from the open-ended questions demonstrate that web course participants have complex and discerning interpretations of online learning experiences. Four significant themes emerged from dat analysis: learning activities suited to web delivery, learning experiences better delivered in live sessions, the need for a balance of web and live meetings, and web instruction as a catalyst to self-directed, lifelong learning. Instructors can use this information to inform decisions about transferring and transforming learning experiences from live to online delivery format.
OByrne, B. (2003). Insights from the Mosaic of Student Responses to Electronic Courses. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2649-2652). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).