Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Students and instructors online: a case study.

Article Excerpt
Abstract

This paper examines student and instructor perspectives of online course issues. Qualitative data of student and instructor perceptions of online experiences help illuminate issues and identify discrepancies between both perspectives that are indiscernible when presented independently of the other perspective. The analysis explores several inconsistencies and suggests way to improve the student/instructor online environment.

Introduction

As more universities incorporate the use of web-based courses in their programs, studies continue to emerge focusing on either student or instructor perceptions and experiences in online environments. While comparative studies of student and instructor perceptions in online courses are limited, they are sorely needed to understand the implications of online environments from multiple perspectives. This study sought to address this gap in the literature. The data and resulting knowledge generated by these comparative studies can improve experiences for students and instructors alike in this growing instructional medium.

Purpose of the Study

This qualitative study explored both instructor and student experiences and perceptions of a WebCT [1] course with the goal of gaining a richer and deeper understanding of this context. (This study was a component of an exploratory mixed-methods study--quantitative/qualitative--conducted in the spring of 2003 to develop a survey instrument to examine the pedagogical dimensions of web-based instruction.) This paper reports the findings of one case study from the students' and the instructor's perspectives of five areas: choosing WebCT, learning to use WebCT, goals and expectations for using WebCT, and the pros and cons of using WebCT. [2]

Methodology

Considering the exploratory nature of this research, a case study approach was utilized. Wainwright (1997) describes qualitative research as "the attempt to obtain an in-depth understanding of the meanings and definitions of the situation" (p.1); in this instance, the experiences of instructor and students in online environments are studied. Case studies are useful in understanding a particular problem or unique situation, particularly one in which the participants' understandings and perceptions are of primary importance (Lincoln & Guba, 1985). In addition, case studies are ideally suited to examining issues related to web-based instruction (Windschitl, 1998). This case study consisted of a semi-structured interview with an instructor and a focus group interview with ten of her students. The instructor interview and student focus group interview each took about two hours to complete. All interviews, individual and group, were audio recorded and then transcribed. Data analysis involved coding the transcripts by topic areas. For the instructor, the interview consisted of questions covering general and specific topics related to her online experiences. The general component explored the instructor's reasons for moving online, her steps involved in transitioning to this environment, the technical and instructional support she received during the course, her perceptions of how the online component impacted the way she taught, her perceptions of how web-based instruction impacted her students, and lessons learned--what she would do differently next time. The specific component of the study elicited responses concerning online tools, the ones she used in the course as well as the ones she chose not to use.

Focus group interviews are a strategy employed to collect data through group interactions on a researcher-driven topic (Morgan, 1997). They are considered a highly efficient qualitative data-collection technique where people can consider their own views in the context of others (Patton, 1990). These forms of interviews provide some data collection quality controls, as participants tend to quickly weed out false or extreme views. Similar to the instructor's interview, the group interview with students covered both general and specific topics. The general component related to the students' experiences and perceptions of the online environment, the impact of using WebCT on their learning in the course, and their opinions of their instructor's teaching in this environment. The specific nature of the interview provided students with opportunities to discuss the use of online tools.

Context

This study was conducted in the spring of 2003 in a College of Education (COE) of a large research institution in the Southeastern United States. At that time, approximately 10% of all COE instructors...

View this article FREE - Now for a Limited Time, try Goliath Business News
Free for 3 Days!