Online courses and even degree programs are becoming a widespread
phenomenon at universities across the United States. Research into the
effectiveness of these courses is in the early stages. This qualitative study
explored student perceptions of their online class experience using
expectancy-value theory as a framework in an attempt to gain a better
understanding of the criteria for designing an effective on-line course.
The purpose of this case study was to describe the experience of students
enrolled in online courses at two western universities in order to answer the
following questions:
1. What do students value in terms of an outcome?
2. What do students value in terms of an online experience?
3. What do students consider to be negative factors (costs) in terms of an
online experience?
Data were collected using a variety of techniques. Twenty students in two
online classes at one university participated in focus groups. Ten students
from two universities participated in open-ended interviews, conducted
either face-to-face or via telephone. Fifteen students, including those who
were interviewed, maintained anecdotal records to capture real-time
reactions to the experience. Participants represented a variety of
disciplines, ages, and backgrounds.
Transcripts from interviews and focus groups were pooled with information
from anecdotal records and entered into QSR Nud*ist (qualitative analysis
software) for coding. Categories represented in the data include orientation,
course content, student-student interaction, student-teacher interaction,
course interface and navigation, flexibility, hardware/software issues, and
support systems. Students described both positive and negative factors in
each of these categories.
Negative factors identified by participants closely matched factors identified
in cognitive load theory as extraneous cognitive load, suggesting that
reducing negative factors in online courses may also reduce cognitive load,
leading to improved learning. Additionally, findings from this study suggest
that it may be possible to increase student motivation to participate and
persist in online courses by adjusting the course design to enhance positive
factors identified by participants and minimize factors they identified as
negative. / Graduation date: 2003
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/31494 |
| Date | 28 February 2003 |
| Creators | Bucy, Mary C. |
| Contributors | Merickel, Mark L. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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